Citation

Haigen Gu, Lai S, Renmin Ye. Sch. Psychol. Int. 2011; 32(1): 20-34.

Copyright

(Copyright © 2011, SAGE Publishing)

DOI

10.1177/0143034310396830

PMID

unavailable

Abstract

Using the latest international educational database, TIMSS, this study investigates and compares the occurrences of 11 student problem behaviors as reported by middle school principals in ten countries. For each country, the study reveals the relationships of these problem behaviors with teachers’ attitudes and parental involvement, and discusses the influences of the problem behaviors on students’ academic achievement. Finally, a longitudinal study analyses the development and changes of student problem behaviors in 1995, 1999, 2003, and 2007 using the data from TIMSS four regular cycles. The results find that the student problem behaviors, especially those problem behaviors related to lessons or conflicting with others, in the Western country schools, have strong relationships with students’ performances. The findings provide worldwide perspectives and meaningful references for intensive research of school psychology, reduction of student problem behaviors in middle schools, and improvement of students’ academic performance.