Abstract
The purpose of the present study was to examine relations between classroom disruption and students’ norm consciousness and their perception of other students’ norm consciousness. After junior high school students (N=906) completed a questionnaire, the students and their classrooms were divided into 2 categories: students with or without problematic behavior, and classrooms with high or low levels of problematic behavior. Comparison of the 2 categories of classrooms revealed that the students in the classrooms with high levels of problematic behavior had a more negative image of other students’ norm consciousness than did the students in the classrooms with low levels of problematic behavior. However, no difference was found between the classrooms with high and low levels of problematic behavior in the norm consciousness of the students themselves. It appears that perception of other students’ norm consciousness is related to classroom disruption, rather than to students’ own norm consciousness. This suggests that, in order to prevent and solve classroom disruption, it may be important for students to communicate with each other so that they will know that other students think that their classroom is disruptive.
