Examines relationships between Norwegian students' perceptions of class management and their self-reported misbehavior. Students' perceptions of class management accounted for significant amounts of variance in self-reported misbehavior. Perceived class management was more strongly associated with off-task orientation and opposition toward teachers than with bullying. Perceived emotional support from teachers showed the strongest positive associations with desired student behavior. (Contains 61 references and 4 tables.) (GCP)