Examination of Goal Orientation Theory Key Measures Related to High School Students’ Disruptive Behaviors
Abstract
It's well-known that motivation is essential for learning and how well students do in school. Research also suggests that a student's motivation is likely connected to their behavior in the classroom. This study was particularly interested in understanding how different types of student motivation (e.g., wanting to learn vs. wanting to look good) are connected to disruptive behavior in the classroom setting. In particular, the study will analyze whether the achievement goal theory can provide an improved and advanced explanation for students' disruptive behaviors in the classroom. A further aim of the study is to examine how different features of classrooms and schools might influence how motivated students are and how they behave. A quantitative methods design was utilized for the research questions. The sample of 608 students from secondary school completed a survey containing questions related to their perceptions of their classroom goal structures, sense of belongingness, personal goal orientations, individual learning goals, and perceptions of teaching. The survey also included questions about student behavior in the classroom, asking them to report on how often they engaged in disruptive actions. This research identified achievement goal theory as the strongest predictor of students' disruptive behaviors in the classroom. Students' perception of cheating was the most significant predictor of disruptive behavior, along with the subsets of gender and minority. Implementing classroom practices that draw on elements of theories to boost student motivation and encourage positive behavior. School policies should emphasize the importance of motivating students. By examining these areas through the lens of the research findings, educational leaders and staff can gain valuable insights into creating a more motivating and positive learning environment for all students to eliminate disruptive behaviors.
Subject Area
Educational leadership|Educational administration|Education
Recommended Citation
Hudson, Michele Lee, "Examination of Goal Orientation Theory Key Measures Related to High School Students’ Disruptive Behaviors" (2024). ETD Collection for University of Texas, El Paso. AAI31296634.
https://scholarworks.utep.edu/dissertations/AAI31296634