Fathimath Muna

classrooms, young adolescents, disruptive behaviour

1. Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30–44. https://doi.org/10.1016/j.edurev.2014.05.003 2. Barriga, A. Q., Doran, J. W., Newell, S. B., Morrison, E. M., Barbetti, V., & Robbins, D. B. (2002). Relationships between problem behaviors and academic achievement in adolescents: The unique role of attention problems. Journal of Emotional and Behavioral Disorders, 10(4), 233–240. https://doi.org/10.1177/10634266020100040501 3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. 4. Brouwers, A., & Tomic, W. (1999). Teacher burnout, perceived self-efficacy in classroom management, and student disruptive behaviour in secondary education. Curriculum and Teaching, Vol. 14, pp. 7–26. https://doi.org/10.7459/ct/14.2.02 5. Chang, M.-L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37(799–817). https://doi.org/10.1007/s11031-012-9335-0 6. Cothran, D. J., Kulinna, P. H., & Garrahy, D. a. (2009). Attributions for and consequences of student misbehavior. Physical Education & Sport Pedagogy, 14(2), 155–167. https://doi.org/10.1080/17408980701712148 7. Crawshaw, M. (2015). Secondary school teachers’ perceptions of student misbehaviour: A review of international research, 1983 to 2013. Australian Journal of Education, 59(3), 293–311. https://doi.org/10.1177/0004944115607539 8. Houghton, S., Wheldall, K., & Merrett, F. (1988). Classroom Behaviour Problems which Secondary School Teachers say they find most Troublesome. British Educational Research Journal, 14(3), 297–310. 9. Lawrence, J., Steed, D. M., & Young, P. (1984). European voices on disruptive behaviour in schools : Definitions, concern, and types of behaviour. British Journal of Educational, 32(1), 4–17. https://doi.org/10.1080/00071005.1984.9973666 10. Little, E. (2005). Secondary school teachers ’ perceptions of students ’ problem behaviours. Educational Psychology, 25(4), 369–377. https://doi.org/10.1080/01443410500041516 11. Malak, M. S., Sharma, U., & Deppeler, J. M. (2017). Development of a scale for measuring teachers’ attitudes toward students’ inappropriate behaviour. International Journal of WholeSchooling,13(1),1–21.Retrieved from http://files.eric.ed.gov/fulltext/EJ1126292.pdf 12. McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure, and school climate- A critical review. Journal of Emotional and Behavioral Disorders, 8(3), 130–140. 13. Merrett, F. &, & Wheldall, K. (1984). Classroom behaviour problems which junior school teachers find most troublesome. Educational Studies, 10(2), 37–41. https://doi.org/10.1080/0305569840100201 14. Närhi, V., Kiiski, T., & Savolainen, H. (2017). Reducing disruptive behaviours and improving classroom behavioural climate with class-wide positive behaviour support in middle schools. British Educational Research Journal, 43(6), 1186–1205. https://doi.org/10.1002/berj.3305 15. Nash, P., & Schlösser, A. (2015). Working with schools in identifying and overcoming emotional barriers to learning. Educational Studies, 41(1–2), 143–155. https://doi.org/10.1080/03055698.2014.955738 16. Nasha, P., Schlösser, A., & Scarra, T. (2016). Teachers’ perceptions of disruptive behaviour in schools: A psychological perspective. Emotional and Behavioural Difficulties, 21(2), 167–180. 17. O’Brien, K., Daffern, M., Chu, C. M., & Thomas, S. D. M. (2013). Youth gang affiliation, violence, and criminal activities: A review of motivational, risk, and protective factors. Aggression and Violent Behavior, 18(4), 417–425. https://doi.org/10.1016/j.avb.2013.05.001 18. Schaeffer, C. M., Petras, H., Ialongo, N., Poduska, J., & Kellam, S. (2003). Modelling growth in boys’ aggressive behavior across elementary school: Links to later criminal involvement, conduct disorder, and antisocial personality disorder. Developmental Psychology, 39(6), 1020–1035. https://doi.org/10.1037/0012-1649.39.6.1020 19. Shen, J., Zhang, N., Zhang, C., Caldarella, P., Richardson, M. J., & Shatzer, R. H. (2009). Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems. Educational Psychology, 29(2), 187–201. https://doi.org/10.1080/01443410802654909 20. Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23, 457–477. https://doi.org/10.1007/s10648-011-9170-y 21. Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). Punish them or engage them? Teachers’ views of unproductive student behaviours in the classroom. Australian Journal of Teacher Education, 39(6), 43–56. https://doi.org/10.14221/ajte.2014v39n6.6 22. Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2014.12.005 23. Wheldall, K., Merrett, F., & Study, C. (1988). Which classroom behaviours do primary school teachers say they find most troublesome ? Educational Review, 40(1), 13–27. 24. Wheldall, K., & Beaman, R. (1994). An evaluation of the WINS (Working Ideas for Need Satisfaction) training package: Report submitted to the New South Wales Department of School Education, 1993. 25. Yuan, X., & Che, L. (2012). How to Deal with Student Misbehaviour in the Classroom? Journal of Educational and Developmental Psychology, 2(1). https://doi.org/10.5539/jedp.v2n1p143