Effects of individual and situational factors on classroom rule-breaking behavior
| Project/Area Number |
22730508
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educational psychology
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| Research Institution | Nara University of Education |
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Principal Investigator |
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| Project Period (FY) |
2010-04-01 – 2014-03-31
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2010: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | 教育系心理学 / 規範 / シミュレーション / ゲーム理論 / 教室 / 規範逸脱行動 / 教育心理学 / 規範意識 / 大学生 |
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| Research Abstract |
The progression of classroom rule-breaking was investigated via computer simulations and questionnaires. The results showed that three conditions must exist for rule-breaking behaviors to spread: (A) the students base their behaviors on both individual and situational factors, (B) deviant students outnumber the obedient students, and (C) rule-breaking students have a greater influence on their peers than do rule-obeying students.
In addition, positive correlations exist between the simulation output (predicted value) and the questionnaire data (measured value) about the frequency of rule-breaking behaviors. These correlations imply that the simulation is a valid measure of this progression.
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Report
(5 results)
Research Products
(31 results)
