Longitudinal study of the norms of high school classes – results of the firt two years
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Published:
Mar 2, 2020
Keywords:
norm exploration, goal orientation, perceived teacher burnout, class community
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Abstract
Problems of student misbehavior are part of a widely researched area. Therefore it is important to explore in a broader context which factors may contribute to the observed emerging behavior in a classroom.
Results of numerous research claim that students’ individual behavior is formed not only by their personal beliefs, but also by the perception of norms accepted by their peers. Moreover, it is also important to focus on the role of teachers’ perceived burnout, because those students’ motivation and engagement can be lower whose teachers seem unmotivated and distant. The goal of our study was to explore ten secondary technical school classes’ community development in a longitudinal design in 9th (N = 247) and 10th (N = 231) grade. Using survey method the norm system of the classes were explored beside perceived teacher burnout and goal orientation.
Results showed that pluralistic ignorance appeared in both grades, which means that students assess their classmates’ personal norms wrongly, thinking that the class community accepts misbehaving, contrary to their own beliefs. The injunctive norms of positive behaviors were linked to mastery-approach goals, while in the case of negative behaviors classmates’ perceived attitude and teachers’ perceived burnout was correlated.
These results support the suggestion that social factors could influence personal behavior and motivation.
Moreover, based on results it seems that processes in student-teacher relationship mutually effect those emotional and motivation state, who take part in the teaching situations. These results suggest that supporting the development of classroom communities is important because it could be beneficial regarding the efficiency of school work in the long run.
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Gajdics, J., Gubics, F., Horvát, B., Vatai, K., Szabó, Éva, & Jagodics, B. (2020). Longitudinal study of the norms of high school classes – results of the firt two years. Iskolakultúra, 30(3), 18–34. https://doi.org/10.14232/ISKKULT.2020.3.18
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References
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Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126–136. https://doi.org/10.1016/j.learninstruc.2018.05.006
Almeida, A., Correia, I., Marinho, S. (2009). Normative Beliefs of Peer Group, and Attitudes Regarding Roles in Bullying. Journal of School Violence Moral Disengagement, 9(1), 23-36.
Asch, S. E. (1951). Effects of group pressure on the modification and distortion of judgments. In H. Guetzkow (Ed.), Groups, leadership and men (pp. 177–190). Pittsburgh, PA: Carnegie Press.
Berkowitz, A. D. (2005). An overview of the social norms approach. In L. Lederman, L. Stewart, F. Goodhart, & L. Laitman (Eds.), Changing the culture of college drinking: A socially situated prevention campaign (pp. 193–214.). Cresskill, NJ: Hampton Press.
Borg, M. G., Riding, R. J., & Falzon, J. M. (1991). Stress in Teaching: A study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers. Educational Psychology, 11(1), 59–75. https://doi.org/10.1080/0144341910110104
Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002
Brouwers, A., Tomic, W., & Boluijt, H. (2011). Job demands, job control, social support and self-efficacy beliefs as determinants of burnout among physical education teachers. Europe’s Journal of Psychology, 7(1), 17–39. https://doi.org/10.5964/ejop.v7i1.103
Caroli, M. E. D., & Sagone, E. (2012). Professional Self Representation and Risk of Burnout in School Teachers. Procedia - Social and Behavioral Sciences, 46, 5509–5515. https://doi.org/10.1016/j.sbspro.2012.06.466
Cialdini, R. B., Reno, R. R., Kallgren, C. A. (1990). A focus theory of normative conduct: Recycling the concept of norms to reduce littering in public places. Journal of Personality and Social Psychology, 58(6), 1015–1026.
Cury, F., Elliot, A. J., da Fonseca, D. és Moller, A. C. (2006): The social-cognitive model of achievement motivation and the 2x2 achievement goal framework. Journal of Personality and Social Psychology, 90. 4. sz. 666–679.
Duchesne, S., & Larose, S. (2018). Academic competence and achievement goals: Self-pressure and disruptive behaviors as mediators. Learning and Individual Differences, 68, 41–50. https://doi.org/10.1016/j.lindif.2018.09.008
Dweck, C. S., & Leggett, E. L. (1988). A social^cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
Elliot, A. J. és Murayama, K. (2008): On the measurement of achievement goals: critique, illustration and application. Journal of Educational Psychology, 10. 3. sz. 613–628.
Elliot, A. J., & Church, M. A. (1997). A Hierarchical Model of Approach and Avoidance Achievement Motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91(3), 549–563. https://doi.org/10.1037/0022-0663.91.3.549
Elliott, E. S. és Dweck, C. S. (1988): Goals: an approach to motivation and achievement. Journal of Personality and Social Psychology, 54. 1. sz. 5–12.
Evers, W. J. G., Tomic, W., & Brouwers, A. (2004). Burnout among Teachers: Students’ and Teachers’ Perceptions Compared. School Psychology International, 25(2), 131–148. https://doi.org/10.1177/0143034304043670
Feldman, D. C. (1984). The development and enforcement of group norms. Academy of Management Review, 9(1), 47–53.
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514–525. https://doi.org/10.1016/j.tate.2011.11.013
Freudenberger, H. J. (1974). Staff Burn-Out. Journal of Social Issues, 30(1), 159–165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
Friedman, I. A. (1995). Student Behavior Patterns Contributing to Teacher Burnout. The Journal of Educational Research, 88(5), 281–289. https://doi.org/10.1080/00220671.1995.9941312
Ghasemi, A., & Zahediasl, S. (2012). Normality Tests for Statistical Analysis: A Guide for Non-Statisticians. International Journal of Endocrinology and Metabolism, 10(2), 486–489. https://doi.org/10.5812/ijem.3505
Gordon, T. (2010). A tanári hatékonyság fejlesztése: A T.E.T. módszer. Budapest: Gordon Kiadó Magyarország Kft.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Harakeh, Z., & de Boer, A. (2019). The effect of active and passive peer encouragement on adolescent risk-taking. Journal of Adolescence, 71, 10–17. https://doi.org/10.1016/j.adolescence.2018.12.004
Hastings, R. P., & Bham, M. S. (2003). The Relationship between Student Behaviour Patterns and Teacher Burnout. School Psychology International, 24(1), 115–127. https://doi.org/10.1177/0143034303024001905
Henry, D., Guerra, N., Huesmann, R., Tolan, P., VanAcker, R., Eron, L. (2000). Normativeinfluences on aggression in urban elementary school classrooms. American Journal of Community Psychology, 28(1), 59–81.
Huesmann, L. R., & Guerra, N. G. (1997). Children’s normative beliefs about aggression and aggressive behavior. Journal of Personality and Social Psychology, 72, 408–419.
Kasik, L., & Gál, Z. (2019). Osztályfőnöki óra: Másképp! Mozaik Kiadó.
Katz, D., Allport, F. H., & Jennes, M. B. (1931). Students’ attitudes; A report of the Syracuse University reaction study. Craftsman.
Mainhard, T., Oudman, S., Hornstra, L., Bosker, R. J., & Goetz, T. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and Instruction, 53, 109–119. https://doi.org/10.1016/j.learninstruc.2017.07.011
Maslach, C. (1982). Burnout: The cost of caring. Prentice-Hall.
Maslach, C., & Leiter, M. (1999). Teacher burnout: A research agenda. In Understanding and Preventing Teacher Burnout (o. 295–303). Cambridge University Press.
Milstein, M. M., & Golaszewski, T. J. (1985). Effects of Organizationally Based and Individually Based Stress Management Efforts in Elementary School Settings. Urban Education, 19(4), 389–409. https://doi.org/10.1177/004208598501900404
Meece, J. L., & Miller, S. D. (2001). A Longitudinal Analysis of Elementary School Students’ Achievement Goals in Literacy Activities. Contemporary Educational Psychology, 26(4), 454–480. https://doi.org/10.1006/ceps.2000.1071
Moscovici, S., & Faucheux, C. (1972). Social Influence, Conformity Bias, and the Study of Active Minorities. In Advances in Experimental Social Psychology (Köt. 6, o. 149–202). Elsevier. https://doi.org/10.1016/S0065-2601(08)60027-1
Müller, C. M., Hofmann, V., Begert, T., & Cillessen, A. H. N. (2018). Peer influence on disruptive classroom behavior depends on teachers’ instructional practice. Journal of Applied Developmental Psychology, 56, 99–108. https://doi.org/10.1016/j.appdev.2018.04.001
Pahljina-Reinić, R., & Kolić-Vehovec, S. (2017). Average personal goal pursuit profile and contextual achievement goals: Effects on students' motivation, achievement emotions, and achievement. Learning and Individual Differences, 56, 167-174.
Pajor, G. (2013). Serdülők teljesítménymotivációja a célorientáció tükrében. Doktori (Phd) disszertáció tézisei. ELTE, Pszichológia Doktori Iskola.
Paksi, B., Veroszta, Zs., Schmidt, A., Magi, A., Vörös, A., Endrődi-Kovácsi, V., & Felvinczi, K. (2015). Pedagógus – Pálya – Motiváció – Egy kutatás eredményei. Oktatási Hivatal.
Petróczi, E. (2007). Kiégés—Elkerülhetetlen? Eötvös Kiadó.
Salmivalli, I., & Voeten, M. (2004). Connections between attitudes, group norms, and behaviour in bullying situations. International Journal of Behavioral Development, 28(3), 246–258.
Schultz, P. W., Nolan, J. M., Cialdini, R. B., Goldstein, N. J., Griskevicius, V. (2018). The Constructive, Destructive, and Reconstructive Power of Social Norms. Psychological Science, 18(5), 429-434.
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519–532. https://doi.org/10.1111/bjep.12089
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518–524. https://doi.org/10.1016/j.tate.2008.12.006
Smith, E. R., Mackie, D. M., Claypool, H. M., Csertő, I., Danczi, C., Ehman, B., & Pántya, J. (2016). Szociálpszichológia. ELTE Eötvös Kiadó.
Smith, P. B. (1988). Norms and roles in the small group. In Doing Social Psychology (o. 291–308). The British Psychological Society.
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/10.1007/s10648-011-9170-y
Szerző, 2014
Szerző, 2015
Szerző, 2016
Szerző, 2019
Tatar, M., & Yahav, V. (1999). Secondary school pupils’ perceptions of burnout among teachers. British Journal of Educational Psychology, 69(4), 457–468. https://doi.org/10.1348/000709999157824
The Jamovi Project. (2019). Jamovi. https://www.jamovi.org
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419–427.
Várnai, E. D., Jármi, É., Arnold, P., Demetrovizs, Z., Németh, Á., Kökönyei, Á., & Örkényi, Á. (2018). A kortársbántalmazás (bullying) értelmezésének vizsgálata kvalitatív módszerrel – „Az iskoláskorú gyermekek egészségmagatartása” (HBSC) vizsgálat módszertanának kiegészítésére. Magyar Pszichológiai Szemle, 73(4), 519–539. https://doi.org/10.1556/0016.2018.73.4.1
Zhang, Q., & Sapp, D. A. (2009). The Effect of Perceived Teacher Burnout on Credibility. Communication Research Reports, 26(1), 87–90. https://doi.org/10.1080/08824090802637122
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126–136. https://doi.org/10.1016/j.learninstruc.2018.05.006
Almeida, A., Correia, I., Marinho, S. (2009). Normative Beliefs of Peer Group, and Attitudes Regarding Roles in Bullying. Journal of School Violence Moral Disengagement, 9(1), 23-36.
Asch, S. E. (1951). Effects of group pressure on the modification and distortion of judgments. In H. Guetzkow (Ed.), Groups, leadership and men (pp. 177–190). Pittsburgh, PA: Carnegie Press.
Berkowitz, A. D. (2005). An overview of the social norms approach. In L. Lederman, L. Stewart, F. Goodhart, & L. Laitman (Eds.), Changing the culture of college drinking: A socially situated prevention campaign (pp. 193–214.). Cresskill, NJ: Hampton Press.
Borg, M. G., Riding, R. J., & Falzon, J. M. (1991). Stress in Teaching: A study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers. Educational Psychology, 11(1), 59–75. https://doi.org/10.1080/0144341910110104
Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002
Brouwers, A., Tomic, W., & Boluijt, H. (2011). Job demands, job control, social support and self-efficacy beliefs as determinants of burnout among physical education teachers. Europe’s Journal of Psychology, 7(1), 17–39. https://doi.org/10.5964/ejop.v7i1.103
Caroli, M. E. D., & Sagone, E. (2012). Professional Self Representation and Risk of Burnout in School Teachers. Procedia - Social and Behavioral Sciences, 46, 5509–5515. https://doi.org/10.1016/j.sbspro.2012.06.466
Cialdini, R. B., Reno, R. R., Kallgren, C. A. (1990). A focus theory of normative conduct: Recycling the concept of norms to reduce littering in public places. Journal of Personality and Social Psychology, 58(6), 1015–1026.
Cury, F., Elliot, A. J., da Fonseca, D. és Moller, A. C. (2006): The social-cognitive model of achievement motivation and the 2x2 achievement goal framework. Journal of Personality and Social Psychology, 90. 4. sz. 666–679.
Duchesne, S., & Larose, S. (2018). Academic competence and achievement goals: Self-pressure and disruptive behaviors as mediators. Learning and Individual Differences, 68, 41–50. https://doi.org/10.1016/j.lindif.2018.09.008
Dweck, C. S., & Leggett, E. L. (1988). A social^cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
Elliot, A. J. és Murayama, K. (2008): On the measurement of achievement goals: critique, illustration and application. Journal of Educational Psychology, 10. 3. sz. 613–628.
Elliot, A. J., & Church, M. A. (1997). A Hierarchical Model of Approach and Avoidance Achievement Motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91(3), 549–563. https://doi.org/10.1037/0022-0663.91.3.549
Elliott, E. S. és Dweck, C. S. (1988): Goals: an approach to motivation and achievement. Journal of Personality and Social Psychology, 54. 1. sz. 5–12.
Evers, W. J. G., Tomic, W., & Brouwers, A. (2004). Burnout among Teachers: Students’ and Teachers’ Perceptions Compared. School Psychology International, 25(2), 131–148. https://doi.org/10.1177/0143034304043670
Feldman, D. C. (1984). The development and enforcement of group norms. Academy of Management Review, 9(1), 47–53.
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514–525. https://doi.org/10.1016/j.tate.2011.11.013
Freudenberger, H. J. (1974). Staff Burn-Out. Journal of Social Issues, 30(1), 159–165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
Friedman, I. A. (1995). Student Behavior Patterns Contributing to Teacher Burnout. The Journal of Educational Research, 88(5), 281–289. https://doi.org/10.1080/00220671.1995.9941312
Ghasemi, A., & Zahediasl, S. (2012). Normality Tests for Statistical Analysis: A Guide for Non-Statisticians. International Journal of Endocrinology and Metabolism, 10(2), 486–489. https://doi.org/10.5812/ijem.3505
Gordon, T. (2010). A tanári hatékonyság fejlesztése: A T.E.T. módszer. Budapest: Gordon Kiadó Magyarország Kft.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Harakeh, Z., & de Boer, A. (2019). The effect of active and passive peer encouragement on adolescent risk-taking. Journal of Adolescence, 71, 10–17. https://doi.org/10.1016/j.adolescence.2018.12.004
Hastings, R. P., & Bham, M. S. (2003). The Relationship between Student Behaviour Patterns and Teacher Burnout. School Psychology International, 24(1), 115–127. https://doi.org/10.1177/0143034303024001905
Henry, D., Guerra, N., Huesmann, R., Tolan, P., VanAcker, R., Eron, L. (2000). Normativeinfluences on aggression in urban elementary school classrooms. American Journal of Community Psychology, 28(1), 59–81.
Huesmann, L. R., & Guerra, N. G. (1997). Children’s normative beliefs about aggression and aggressive behavior. Journal of Personality and Social Psychology, 72, 408–419.
Kasik, L., & Gál, Z. (2019). Osztályfőnöki óra: Másképp! Mozaik Kiadó.
Katz, D., Allport, F. H., & Jennes, M. B. (1931). Students’ attitudes; A report of the Syracuse University reaction study. Craftsman.
Mainhard, T., Oudman, S., Hornstra, L., Bosker, R. J., & Goetz, T. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and Instruction, 53, 109–119. https://doi.org/10.1016/j.learninstruc.2017.07.011
Maslach, C. (1982). Burnout: The cost of caring. Prentice-Hall.
Maslach, C., & Leiter, M. (1999). Teacher burnout: A research agenda. In Understanding and Preventing Teacher Burnout (o. 295–303). Cambridge University Press.
Milstein, M. M., & Golaszewski, T. J. (1985). Effects of Organizationally Based and Individually Based Stress Management Efforts in Elementary School Settings. Urban Education, 19(4), 389–409. https://doi.org/10.1177/004208598501900404
Meece, J. L., & Miller, S. D. (2001). A Longitudinal Analysis of Elementary School Students’ Achievement Goals in Literacy Activities. Contemporary Educational Psychology, 26(4), 454–480. https://doi.org/10.1006/ceps.2000.1071
Moscovici, S., & Faucheux, C. (1972). Social Influence, Conformity Bias, and the Study of Active Minorities. In Advances in Experimental Social Psychology (Köt. 6, o. 149–202). Elsevier. https://doi.org/10.1016/S0065-2601(08)60027-1
Müller, C. M., Hofmann, V., Begert, T., & Cillessen, A. H. N. (2018). Peer influence on disruptive classroom behavior depends on teachers’ instructional practice. Journal of Applied Developmental Psychology, 56, 99–108. https://doi.org/10.1016/j.appdev.2018.04.001
Pahljina-Reinić, R., & Kolić-Vehovec, S. (2017). Average personal goal pursuit profile and contextual achievement goals: Effects on students' motivation, achievement emotions, and achievement. Learning and Individual Differences, 56, 167-174.
Pajor, G. (2013). Serdülők teljesítménymotivációja a célorientáció tükrében. Doktori (Phd) disszertáció tézisei. ELTE, Pszichológia Doktori Iskola.
Paksi, B., Veroszta, Zs., Schmidt, A., Magi, A., Vörös, A., Endrődi-Kovácsi, V., & Felvinczi, K. (2015). Pedagógus – Pálya – Motiváció – Egy kutatás eredményei. Oktatási Hivatal.
Petróczi, E. (2007). Kiégés—Elkerülhetetlen? Eötvös Kiadó.
Salmivalli, I., & Voeten, M. (2004). Connections between attitudes, group norms, and behaviour in bullying situations. International Journal of Behavioral Development, 28(3), 246–258.
Schultz, P. W., Nolan, J. M., Cialdini, R. B., Goldstein, N. J., Griskevicius, V. (2018). The Constructive, Destructive, and Reconstructive Power of Social Norms. Psychological Science, 18(5), 429-434.
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519–532. https://doi.org/10.1111/bjep.12089
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518–524. https://doi.org/10.1016/j.tate.2008.12.006
Smith, E. R., Mackie, D. M., Claypool, H. M., Csertő, I., Danczi, C., Ehman, B., & Pántya, J. (2016). Szociálpszichológia. ELTE Eötvös Kiadó.
Smith, P. B. (1988). Norms and roles in the small group. In Doing Social Psychology (o. 291–308). The British Psychological Society.
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/10.1007/s10648-011-9170-y
Szerző, 2014
Szerző, 2015
Szerző, 2016
Szerző, 2019
Tatar, M., & Yahav, V. (1999). Secondary school pupils’ perceptions of burnout among teachers. British Journal of Educational Psychology, 69(4), 457–468. https://doi.org/10.1348/000709999157824
The Jamovi Project. (2019). Jamovi. https://www.jamovi.org
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419–427.
Várnai, E. D., Jármi, É., Arnold, P., Demetrovizs, Z., Németh, Á., Kökönyei, Á., & Örkényi, Á. (2018). A kortársbántalmazás (bullying) értelmezésének vizsgálata kvalitatív módszerrel – „Az iskoláskorú gyermekek egészségmagatartása” (HBSC) vizsgálat módszertanának kiegészítésére. Magyar Pszichológiai Szemle, 73(4), 519–539. https://doi.org/10.1556/0016.2018.73.4.1
Zhang, Q., & Sapp, D. A. (2009). The Effect of Perceived Teacher Burnout on Credibility. Communication Research Reports, 26(1), 87–90. https://doi.org/10.1080/08824090802637122