Disruptive behavior and academic achievement: the importance of psychological and environment variables
The present investigation aimed to study the impact of self-concept and environment of the classroom in disruptive behaviors, as well as the influence of these behaviors on grades in two state schools in the north of Portugal, through 3 questionnaires (PHCSCS-2, APSA and EDEP) to 425 students of the...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Portugués Español |
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Universidad Nacional de Córdoba
2010
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/racc/article/view/5260 |
| Aporte de: |
| Sumario: | The present investigation aimed to study the impact of self-concept and environment of the classroom in disruptive behaviors, as well as the influence of these behaviors on grades in two state schools in the north of Portugal, through 3 questionnaires (PHCSCS-2, APSA and EDEP) to 425 students of the compulsory Portuguese schooling. It was found that with the increase of self-concept and improve the environment of the classroom are less frequent disruptive behaviors, increasing thus the academic achievement of students (Portuguese language and mathematics), which stresses the importance of these constructs in the success school. Educational implications are discussed at these levels of education. |
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