eprintid: 10019979
rev_number: 9
eprint_status: archive
userid: 587
dir: disk0/00/01/99/79
datestamp: 2014-10-29 10:56:08
lastmod: 2017-12-07 21:35:52
status_changed: 2014-10-29 10:56:08
type: thesis
metadata_visibility: show
creators_name: Ikeogu, Nneka
title: An exploration of the link between pupil motivation and disruptive behaviour in the classroom
ispublished: unpub
divisions: B14
note: Thesis: (D.Ed.Psy) University of London Institute of Education, 2011.
abstract: The relevance of motivation to education and pupils' academic achievement has long
been recognised, and research has indicated that the concept of motivation may also
be reliably linked to pupils' behaviour in school.
A key aim of the present study is to investigate the link between pupil motivation and
disruptive behaviour in the classroom. In particular, the study will examine whether the
combination of achievement goal theory and self-determination theory can provide a
better explanation for pupils' disruptive behaviour in the classroom than either theory
alone. A further aim of the research is to explore how aspects of classroom and
school structures might impact on pupil motivation and behaviour.
A mixed methods design was employed in service of the research questions. A
sample of 257 pupils aged between 9 and 11 from four primary schools completed a
questionnaire containing items related to their perceptions of their classroom goal
structures, personal goal orientations, perceptions of teaching and liking for school.
Pupils also reported on their engagement in disruptive behaviour in the classroom.
Interviews were conducted with class teachers and a member of the senior
management team in each school to elicit their views on school practices and
processes that they believed to have an impact on pupil motivation and behaviour.
Overall, the study found that the combination of achievement goal theory and selfdetermination
theory provided a better explanation for pupils' engagement in
disruptive behaviour, with pupils' perceptions of a classroom performance approach
and liking for school being the most significant predictors of disruptive behaviour,
along with gender. Class teachers reported the use of practices underpinned by
aspects of both theories in their classrooms as a way of motivating pupils and
promoting good behaviour. The enhancement of pupil motivation was generally
considered as a priority and was featured in school policy documents.
Implications of the findings are discussed in the context of curriculum delivery in
schools and the development of whole school practices which aim to encourage pupil
motivation and promote positive behaviour.
date: 2011
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549524
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: public
pages: 152
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Ikeogu, Nneka;      (2011)    An exploration of the link between pupil motivation and disruptive behaviour in the classroom.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10019979/1/IKEOGU%2C%20N.pdf