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ERIC Number: EJ1081423
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0142-5692
Classroom Behaviour and Academic Achievement: How Classroom Behaviour Categories Relate to Gender and Academic Performance
Borg, Elin
British Journal of Sociology of Education, v36 n8 p1127-1148 2015
Latent profile analysis was used to identify different categories of students having different "profiles" using self-reported classroom behaviour. Four categories of students with unique classroom behaviour profiles were identified among secondary school students in Oslo, Norway (n = 1570). Analyses examined how classroom behaviour categories are related to gender and school performance and whether a dual understanding of gender in school is helpful when trying to explain achievement differences as supposed to classroom behaviour categories. Analyses showed that gender was a better predictor of school achievement than classroom behaviour categories, even though the behaviour categories did contribute to the explanation of variance in students' academic marks above and beyond gender.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 9; Junior High Schools; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A