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<https://discovery.ucl.ac.uk/id/eprint/10019979> <http://purl.org/dc/terms/title> "An exploration of the link between pupil motivation and disruptive behaviour in the classroom"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10019979> <http://purl.org/ontology/bibo/abstract> "The relevance of motivation to education and pupils' academic achievement has long\nbeen recognised, and research has indicated that the concept of motivation may also\nbe reliably linked to pupils' behaviour in school.\nA key aim of the present study is to investigate the link between pupil motivation and\ndisruptive behaviour in the classroom. In particular, the study will examine whether the\ncombination of achievement goal theory and self-determination theory can provide a\nbetter explanation for pupils' disruptive behaviour in the classroom than either theory\nalone. A further aim of the research is to explore how aspects of classroom and\nschool structures might impact on pupil motivation and behaviour.\nA mixed methods design was employed in service of the research questions. A\nsample of 257 pupils aged between 9 and 11 from four primary schools completed a\nquestionnaire containing items related to their perceptions of their classroom goal\nstructures, personal goal orientations, perceptions of teaching and liking for school.\nPupils also reported on their engagement in disruptive behaviour in the classroom.\nInterviews were conducted with class teachers and a member of the senior\nmanagement team in each school to elicit their views on school practices and\nprocesses that they believed to have an impact on pupil motivation and behaviour.\nOverall, the study found that the combination of achievement goal theory and selfdetermination\ntheory provided a better explanation for pupils' engagement in\ndisruptive behaviour, with pupils' perceptions of a classroom performance approach\nand liking for school being the most significant predictors of disruptive behaviour,\nalong with gender. Class teachers reported the use of practices underpinned by\naspects of both theories in their classrooms as a way of motivating pupils and\npromoting good behaviour. The enhancement of pupil motivation was generally\nconsidered as a priority and was featured in school policy documents.\nImplications of the findings are discussed in the context of curriculum delivery in\nschools and the development of whole school practices which aim to encourage pupil\nmotivation and promote positive behaviour."^^<http://www.w3.org/2001/XMLSchema#string> .
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