Psychosocial Variables and Classroom Disruptive Behavior Tendencies of Secondary School Students in Uyo Local Government Area

Abstract

The study explored the relationship between psychosocial variables and classroom disruptive behavior tendencies of secondary school students in Uyo Local Government Area. Four objectives, four research questions, and four hypotheses were formulated to guide the study. The study employed a correlational research design. The population of the study consisted of all senior secondary two (SS2) students in all the public secondary schools in Uyo Local Government Area. A simple size of 320 students was selected for the study using a random sampling technique. Researchers developed instruments, and the “Psychosocial Variables and Classroom Disruptive Behavior Tendencies Questionnaire (PVCDBTQ)” was used for data collection. The instrument was validated, and the reliability was tested. A Cronbach alpha statistic was used to test the reliability of the instrument, which yielded a reliability coefficient of 0.82. Data collected were analyzed statistically using Pearson Product Moment Correlation (PPMC) statistical analysis to answer the research questions and test the hypotheses at a 0.05 level of significance. The results revealed that self-control, emotional regulation, peer group influence, and teacher-student relationships have a significant relationship with the classroom disruptive behavior tendencies of secondary school students in the Uyo Local Government Area. It was recommended, among others, that the government should implement and support comprehensive self-control and self-regulation programs within the school curriculum to equip students with better impulse control and behavior management skills.