Causes of Misbehavior

Review of Related Studies

Misbehavior among students is a significant issue that can lead to

disruptions in the learning environment and negatively impact academic

achievement. Several studies have identified a range of factors that

contribute to misbehavior among students, including individual

characteristics, family background, and school-related factors.

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Several studies have identified a variety of factors that contribute to

student misbehavior. Lee and Cornell (2015) found that disruptive behavior

was associated with stressful life events, low self-esteem, and poor social

support. Wang et al. (2016) reported that family factors, academic stress,
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and negative peer influence were all significant contributors to
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misbehavior. Serrano and Andreou (2018) identified school-related factors

such as teacher-student relationships, classroom management, and school

climate as contributing to misbehavior. Cooley-Strickland et al. (2010)

found exposure to violence and lack of parental support to be associated

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with aggressive behavior. Finally, Brown and Smart (2011) found

academic factors such as low achievement and negative school attitudes to

be significant predictors of misbehavior. These findings highlight the need

for a comprehensive approach to addressing misbehavior, involving

Causes of Misbehavior

multiple stakeholders such as parents, teachers, school administrators, and

community members.

Review of Related Literature

Misbehavior among students in schools is a major challenge for

educators around the world. Misbehavior can take many forms, including

verbal and physical aggression, defiance, and noncompliance. It is

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important to understand the underlying causes of misbehavior to effectively

address and prevent it. This literature review will explore the factors that

the field.

Family Related Issues

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contribute to student misbehavior, drawing on research from scholars in
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Research has identified several factors that contribute to student

misbehavior. One of the primary factors is family-related issues, such as

high levels of conflict, neglect, or abuse, which increase the likelihood of

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problematic behavior in school (Laird et al., 2003). In contrast, parental

involvement and support are protective factors against misbehavior (Fan &

Williams, 2010). For instance, parents who provide emotional support and

set clear boundaries may help their children develop self-control, which

can reduce the likelihood of misbehavior in school (Fan & Williams,

2010).
Causes of Misbehavior

Learning Disabilities and Mental Issues

Students with learning disabilities and mental health issues may also

struggle with academic tasks or emotional regulation, leading to frustration

and acting out (Kern et al., 2016). Therefore, educators must be mindful of

the individual needs of these students and provide appropriate support to

help them succeed in school. This may include accommodations such as

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extended time on assignments or access to mental health services.

School Climate

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The school climate is another important factor that influences student

behavior. A positive school climate, characterized by high levels of safety,

positive relationships between students and teachers, and supportive

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policies and practices, is associated with lower levels of student

misbehavior (Thapa et al., 2013). On the other hand, schools characterized

by bullying, exclusion, and zero-tolerance policies may exacerbate student

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misbehavior (Bradshaw et al., 2010; Skiba et al., 2002). Therefore,

schools must work to create a safe and supportive environment where

students feel valued and respected.

Peer Influence

Peer influence can also contribute to misbehavior, particularly in

adolescents who may engage in misbehavior to fit in or impress their peers

Causes of Misbehavior

(Dishion et al., 1999). Educators must be aware of these dynamics and

create opportunities for positive peer interactions to help mitigate the

negative effects of peer pressure.

Quality of Teacher-Student Relationships

The quality of teacher-student relationships is another crucial factor

that impacts student behavior. Positive and supportive relationships

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between teachers and students have been associated with positive behavior

(Hughes et al., 1997). Therefore, educators must strive to build strong

to their needs. IS
relationships with their students by being warm, supportive, and responsive

Cultural and Societal Factors

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Finally, cultural and societal factors such as discrimination, poverty,

racism, and inequality can also contribute to misbehavior (Noguera, 2008;

Morris & Perry, 2017). Educators must be aware of these issues and work
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to create an inclusive and equitable learning environment that promotes

positive behavior and academic success for all students.

Importance of Classroom Management

Effective classroom management strategies are also essential for

preventing misbehavior. These may include well-established rules and

routines, clear expectations, and positive reinforcement (Emmer & Stough,

Causes of Misbehavior

2001). Teachers must be consistent in their approach and hold students

accountable for their behavior while providing positive feedback when

appropriate. In conclusion, student misbehavior is a complex issue that can

be influenced by various factors. To address misbehavior effectively,

educators must take a holistic approach that considers the multiple factors

that may be contributing to the problem. By creating a supportive and

positive school environment that promotes positive behavior and academic

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success, educators can help students achieve their full potential.

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Causes of Misbehavior

REFERENCES

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the

effects of schoolwide positive behavioral interventions and supports
on student outcomes: Results from a randomized controlled
effectiveness trial in elementary schools. Journal of Positive
Behavior Interventions, 12(3), 133-148. doi:
10.1177/1098300709334798

Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions

harm: Peer groups and problem behavior. American Psychologist,
54(9), 755-764. doi: 10.1037/0003-066X.54.9.755

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Emmer, E. T., & Stough, L. M. (2001). Classroom management: A
critical part of educational psychology, with implications for teacher
education. Educational Psychologist, 36(2), 103-112. doi:

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10.1207/S15326985EP3602_4

Fan, X., & Williams, C. M. (2010). The effects of parental involvement

on students' academic self-efficacy, engagement and intrinsic
motivation. Educational Psychology, 30(1), 53-74. doi:
10.1080/01443410903353302
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Gadeyne, E., Ghesquière, P., & Onghena, P. (2004). Longitudinal
relations between parenting and child adjustment in young children.
Journal of Clinical Child and Adolescent Psychology, 33(2),
347-358. doi: 10.1207/S15374424JCCP3302_15

Hughes, J. N., Cavell, T. A., & Grossman, P. B. (1997). A positive view

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of self: Risk or protection for aggressive children? Development and

Psychopathology, 9(1), 75-94. doi: 10.1017/S0954579497001961

Kern, L., Childs, K. E., Dunlap, G., Clarke, S., & Falk, G. D. (2016).
Using assessment-based curricular intervention to improve the
classroom behavior of a student with emotional and behavioral
challenges.
Lee, J., & Cornell, D. (2015). Trajectories of student emotional and
behavioral problems: Contributions of stressful life events and
school factors. Journal of School Psychology, 53(5), 387-402. doi:
10.1016/j.jsp.2015.07.003
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Serrano, M. R., & Andreou, E. (2018). Classroom management, school

climate, and disruptive behavior among Spanish primary students.
Journal of School Psychology, 70, 127-143. doi:
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Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T., & Lomelin, L.
(2016). The student-teacher relationship and academic achievement:
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Brown, K., & Smart, D. (2011). The role of academic factors,
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Cooley-Strickland, M., Quille, T. J., Griffin, R. S., Stuart, E. A., &

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Bradshaw, C. P. (2010). Community violence and youth: Affect,
behavior, substance use, and academics. Clinical Child and Family
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10.1007/s10567-010-0074-0
13(4), 360-371. doi:

Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student

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