title: Examining the Associations Among Home-School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students.
abstract: The current study examined the association among home-school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home-school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home-school dissonance and classroom disruptive behavior. Findings and limitations are discussed.
authors.affiliation: University of Kentucky, Lexington, KY, USA.
authors.forename: Lynda
authors.initials: L
authors.lastname: Brown-Wright
authors.affiliation: University of Kentucky, Lexington, KY, USA.
authors.forename: Kenneth M
authors.initials: KM
authors.lastname: Tyler
authors.affiliation: Duquesne University, Pittsburgh, PA, USA.
authors.forename: Scott L
authors.initials: SL
authors.lastname: Graves
authors.affiliation: Eastern Kentucky University, Richmond, KY, USA.
authors.forename: Deneia
authors.initials: D
authors.lastname: Thomas
authors.affiliation: Spaulding University, Lexington, KY, USA.
authors.forename: Danelle
authors.initials: D
authors.lastname: Stevens-Watkins
authors.affiliation: Kentucky State University, Frankfort, KY, USA.
authors.forename: Shambra
authors.initials: S
authors.lastname: Mulder
keywords: amotivation; classroom disruptive behavior; high school students; home–school dissonance; urban education