Forfattere
Liv Duesund & Magnar Ødegård.
Abstract
Findings from this comparative study include students’ perceived experience on the disruptive behaviour during class by utilizing a questionnaire administered in Norwegian and American schools. The sample in the study is 1153 students between 15–17 years old. We present the student perspective of how students and teachers react towards disruptive behaviour. In both countries, reactions from students indicated a tendency to escalate disruptive behaviour, while the reactions from teachers mostly decreased disruptive behaviour. We analyse these findings in light of the concept of emotional involvement.