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Recent studies have shown that student behavioral engagement is malleable. For example, these studies have reported that students who feel emotionally supported by their teachers experience higher levels of behavioral engagement. The authors contributed to this research by investigating behavioral disengagement among innocent bystanders during classroom management events. Participants included 528 Year 7 students from Melbourne, Australia, who completed 3 questionnaire measures. Results revealed that personal responsibility is inversely related to behavioral disengagement during classroom management events. This relationship is moderated by teacher aggressive tendencies, with higher levels of teacher aggression leading to higher levels of behavioral disengagement. However, the Johnson-Neyman technique analysis revealed that the moderating influence of teacher aggressive tendencies was only statistically significant equal to or below the 76th percentile of the distribution of the variable. Implications regarding the influence of the teacher--student relationship on behavioral disengagement are discussed.

Background: Considerable research has investigated the deleterious effects of teachers responding aggressively to students who misbehave, but the mechanism underlying this dysfunctional behaviour remains unknown. Aims: This study investigated whether the mechanism underlying teacher aggression follows I[superscript 3] theory or General Aggression Model (GAM) metatheory of human aggression. I[superscript 3] theory explains exceptional, catastrophic events of human aggression, whereas the GAM explains common human aggression behaviours. Sample: A total of 249 Australian teachers participated in this study, including 142 primary school teachers (Mdn [age] = 35-39 years; Mdn [years teaching] = 10-14 years; 84% female) and 107 secondary school teachers (Mdn [age] = 45-49 years; Mdn [years teaching] = 15-19 years; 65% female). Methods: Participants completed four online self-report questionnaires, which assessed caregiving responsiveness, trait self-control, misbehaviour provocation, and teacher aggression. Results: Analyses revealed that the GAM most accurately captures the mechanism underlying teacher aggression, with lower caregiving responsiveness appearing to indirectly lead to teacher aggression via higher misbehaviour provocation and lower trait self-control in serial, controlling for gender, age, years teaching, and current role (primary, secondary). Conclusions: This study indicates that teacher aggression proceeds from "the person in the situation." Specifically, lower caregiving responsiveness appears to negatively shape a teacher's affective, cognitive, and arousal states, which influence how they perceive and interpret student misbehaviour. These internal states, in turn, appear to negatively influence appraisal and decision processes, leading to immediate appraisal and impulsive actions. These results raise the possibility that teacher aggression is a form of countertransference.

This article builds upon a proiminent definition of construct validity that focuses on variation in attributes causing variation in measurement outcomes. This article synthesizes the defintion and uses Rasch measurement modeling to explicate a modified conceptualization of construct validity for assessments of developmental attributes. If attributes are conceived as developmental, hypotheses about how new knowledge builds cumulatively upon the cognitive capacity afforded by prior knowledge can be developed. This cumulative ordering of knowledge required to accomplish test items constitutes evidence of a specific form of construct validity. Examples of cumulative ordering appear in the extant literature, but they are rare and confined to the early literature. Furthermore, cumulative ordering has never been explicated, especially its relationship to construct validity. This article describes three of the most complete examples of cumulative ordering in the literature. These examples are used to synthesize a method for assessing cumulative ordering, in which the Rasch model is used to assess the progression of item difficulties which are, in turn, used to review developmental theories and hypotheses, and the tests themselves. We discuss how this conceptualization of construct validity can lead to a more direct relationship between developmental theories and tests which, for practitioners, should result in a clearer understanding of what tests results actually mean. Finally, we discuss how cumulative ordering can be used to facilitate decisions about consequential validity. [ABSTRACT FROM AUTHOR]

This study examines Australian primary and secondary school students' self-reported responsible behaviour and their predicted level of misbehaviour in the absence of external controls. Participants were 4225 students from the fourth to 10th grade. High levels of responsible behaviour were reported amongst all students. Nevertheless, in the hypothetical scenario where all external controls were removed, 64% of primary school students and 46% of secondary school students predicted that their behaviour would become worse or much worse. The findings of the present study suggest that for many students, acts of responsibility may be motivated by the imposition of external controls.

Understanding contemporary youth lifestyles is a challenge for urban planners and geographers. Young people's everyday needs are complex, and urban spaces in new outer city developments offer unique spaces for shaping their identities. Juxtaposed with affordances of digital technologies, the physical location of home exists in a fluid landscape. Overcoming obstacles, such as access to public transport, places to socialise, and meet their peers, is characteristic of the everyday young person's experience. Knowing how young people decide where to go for personal space, as well as who to ask for personal advice, was the aim of this study. The study was conducted with samples of young people growing up in the rapidly growing peri‐urban northern suburbs of the Australian city of Melbourne. A survey questionnaire was administered to a gender‐balanced sample aged 12–15 years (n = 523) with follow‐up interviews to better inform the results. Logistic regression and factorial analyses of variance reveal their favourite places to be 'my' bedroom, being with friends, the park, and the café. Although not the focus of this study, some gender differences were noted. In addition to innovative use of space, the results show the positive influences on their well‐being of trusted family and friends. Young people's geographies offer transdisciplinary insights that highlight their creative usage of these new urban spaces. They offer a new imaginary for geographical education and research. [ABSTRACT FROM AUTHOR]

Background Considerable research has investigated the deleterious effects of teachers responding aggressively to students who misbehave, but the mechanism underlying this dysfunctional behaviour remains unknown. Aims This study investigated whether the mechanism underlying teacher aggression follows I3 theory or General Aggression Model ( GAM) metatheory of human aggression. I3 theory explains exceptional, catastrophic events of human aggression, whereas the GAM explains common human aggression behaviours. Sample A total of 249 Australian teachers participated in this study, including 142 primary school teachers ( Mdn [age] = 35-39 years; Mdn [years teaching] = 10-14 years; 84% female) and 107 secondary school teachers ( Mdn [age] = 45-49 years; Mdn [years teaching] = 15-19 years; 65% female). Methods Participants completed four online self-report questionnaires, which assessed caregiving responsiveness, trait self-control, misbehaviour provocation, and teacher aggression. Results Analyses revealed that the GAM most accurately captures the mechanism underlying teacher aggression, with lower caregiving responsiveness appearing to indirectly lead to teacher aggression via higher misbehaviour provocation and lower trait self-control in serial, controlling for gender, age, years teaching, and current role (primary, secondary). Conclusions This study indicates that teacher aggression proceeds from 'the person in the situation'. Specifically, lower caregiving responsiveness appears to negatively shape a teacher's affective, cognitive, and arousal states, which influence how they perceive and interpret student misbehaviour. These internal states, in turn, appear to negatively influence appraisal and decision processes, leading to immediate appraisal and impulsive actions. These results raise the possibility that teacher aggression is a form of countertransference. [ABSTRACT FROM AUTHOR]

The ego depletion effect refers to the hypothesis that self-control is vulnerable to short-term deterioration after it is exerted, causing subsequent performance on other unrelated self-control tasks to diminish. A large number of published studies since 1998 have provided empirical support for the depletion effect. However, there is considerable debate in the literature about its actual cause. Furthermore, a recent series of meta-analyses indicate that the effect is substantially smaller than previously reported, and may even be zero. The present study investigated whether ego depletion influences the mechanism underlying teacher aggression, and specifically whether depleted teachers are more likely than nondepleted teachers to respond aggressively to students who misbehave. Participants included 110 Australian primary and secondary school teachers who completed five online procedures. Results revealed that ego depletion did not influence the mechanism underlying teacher aggression that was tested. Possible reasons for this null finding are discussed. [ABSTRACT FROM AUTHOR]