Abstract
In order to examine the relation between problem behavior and classroom atmosphere, we compared differences in classroom atmosphere in classes with high levels of problem behavior and those with low levels. A questionnaire was completed by 1,131 junior high school students, and then students and classrooms were each divided into 2 categories: students with and without problem behavior, and classrooms with high or low levels of problem behavior. A comparison of the 2 categories of classrooms revealed that students in classrooms with high levels of problem behavior had a more positive image of students with problem behavior and more negative feelings about school life than did those in classrooms with low levels of problem behavior. Differences were found not only among students with problem behavior but also among students without behavior problems. We consider that the consciousness and attitudes of students without problem behavior are related to the continuation of problem behavior and disruption in their classroom. Thus, in order to prevent and solve students' problem behavior, it is important to focus not only on students with problem behavior, but also on students without problem behavior.
