A STUDY ON THE CAUSES OF STUDENTS’ DISRUPTIVE BEHAVIOUR IN PRIMARY SCHOOL AND GYMNASIUM IN THE ROMANIAN EDUCATIONAL CONTEXT
School today lays emphasis on developing skills which should ensure for children solid integration into society. Discipline is one of the skills which must be underlain in school. An efficient approach of discipline teaches students to assume responsibility and self-discipline. However, there have always been children who, for various reasons, break the discipline rules. Practice in school has shown that the factors that contribute to disruptive behaviour are connected to continuous changes in the social environment, curriculum idiosyncrasies, individual differences, the teacher-student relationship,the teacher’s act in classroom, the relationships among children in classroom / school, antipathy towards school, the need for social recognition, social isolation, impulsive behaviour, affective transfer, aggression in classroom / school, anxiety, absence of academic success, boredom, etc.
Our paper limits the research to a series of causes of students’ disruptive behaviour in primary school and gymnasium specific to the Romanian educational context. The data gathered provides information on the perspectives of teachers regarding the most relevant causes that affect discipline in classrooms. Their acknowledgement may be of help as it diminishes the time, the energy and the stress required to deal with inappropriate behaviour displayed by selecting efficient strategies to counterbalance it beforehand.
Dinu, M. (2004). Comunicarea. Repere fundamentale. București: Algos.
Jigău, M. (2006). Prevenirea și combaterea violenței în școală. Buzau: Alpha MDN.
Mălureanu, F., Enachi-Vasluianu, L. (2014). A Comparative Analysis of the Linguistic Dysfunctions in the Didactic Communication.
Retrieved March 4, 2018, from https://www.sciencedirect.com/science/article/pii/S1877042814022940
Mălureanu, F., Enachi-Vasluianu, L. (2017). Nonverbal and paraverbal aspects in teacher’s communication perceived as hostile by students.
Retrieved March 23, 2018, from https://www.scribd.com/document/360886718/Proceedings-of-ICVL-2017-ISSN-1844-8933-ISI-Proceedings
Sălăvăstru, D. (2004). Psihologia educației. Iași: Polirom.
Şoitu, L., & Havarneanu C. (2001). Agresivitatea în şcoală. Iaşi: Institutul European.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (Creative Commons Attribution License 3.0 - CC BY 3.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
email@example.com, www.iseic.cz, ojs.journals.cz