Abstract
The current study examined the association among home-school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home-school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home-school dissonance and classroom disruptive behavior. Findings and limitations are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 142-162 |
| Number of pages | 21 |
| Journal | Education and Urban Society |
| Volume | 45 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2013 |
Bibliographical note
Funding Information:The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported in part by the Commonwealth Collaborative grant from University of Kentucky.
Keywords
- amotivation
- classroom disruptive behavior
- high school students
- home-school dissonance
- urban education
ASJC Scopus subject areas
- Education
- Urban Studies