Abstract
The present study of junior high school students examined the relation between psychological factors, problem behavior, and pro-school behavior, and the relation between instructional style, problem behavior, and pro-school behavior. “Problem behavior” was defined as a teacher having reported that a student’s attitude was a problem ; “pro-school behavior” was defined as a teacher having reported that a student’s attitude was desirable. After Japanese junior high school students (N=2,133) completed a questionnaire about problem behavior, the students were divided into 2 groups : those with and those without problem behavior. A comparison of the 2 groups of students suggested that aggression and self-control influenced problem behavior. Consciousness of norms influenced both problem behavior and pro-school behavior. A passive instructional style inhibited problem behavior, whereas, in contrast, an aggressive instructional style promoted pro-school behavior. Implications for intervention for problem behavior and pro-school behavior were discussed.
