期刊名称：Electronic Journal of Research in Educational Psychology
电子版ISSN：1696-2095
出版年度：2017
卷号：15
期号：3
页码：467-490
出版社：University of Almeria
摘要：Introduction. Classroom misbehavior is a major source of classroom-wasted time and asituation that negatively interferes with students’ opportunity to learn.Method. The present study investigated the relation between 5th through 9th gradeperceived Portuguese teacher’s classroom management, teacher’s perceived time spendwith misbehavior, teacher’s self-efficacy, and teacher’s perceived classroommisbehavior. A conditional process analysis of the relation between teacher’s classroommanagement and teacher’s perceived classroom misbehavior with mediator andmoderator variables was tested.Results. Generically the results show that (1) teachers who perceive themselves as morecontrollers of students’ behaviors tend to perceive less misbehavior in the classroom;(2) that both teacher’s self-efficacy efficacy (TSE) and time spent with classroommisbehavior (TSMisb) are better predictors of classroom misbehavior than theclassroom behavior management style; (3) both TSE and TSMisb fully mediate therelation between classroom management style and classroom perceived misbehavior.Discussion and Conclusion. Teachers must, therefore, learn the specific behaviors thatmore likely optimize the available instructional time and reduce time and energy wastedwith students’ misbehavior.
关键词：classroom management style; classroom misbehavior; teacher’s selfefficacy;time spent with misbehavior.
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