Causes Of Misbehavior Research Articles

Exogenous Causes of Misbehavior in Zimbabwean Primary Schools: A Concern of Stakeholders

Misbehaviour is one of the major problems that is rampant in primary schools and hinders the academic performance of most learners hence a concern for all stakeholders. The major purpose of this study was to find out the causes of misbehaviour at primary school level in Zimbabwe, particularly in Makonde District. The focus of the research was on how factors such as parenting styles and sociocultural factors exacerbate misbehaviour in primary schools getting insights from Bandura’s Social learning theory, Bronfenbrenner’s Ecological systems and Baumrind’s Parenting styles as well as Tafjel’s Social identity theory. The research adopted a mixed approach involving the interpretive research paradigm which hinges the qualitative research approach. The descriptive survey research design was employed to study purposively sampled two (2) head teachers, ten (10) teachers and twenty (20) learners from two (2) primary schools. Data were collected using interviews, observations and document analysis. The study revealed that misbehaviour is due to poor parenting, peer pressure, influence from mass media, permissive school environments, drug abuse, poor home background and the anti-social environments where learners live. The study also revealed that misbehaviour leads to poor academic performance. The researchers recommended for a collaborative effort between teachers and parents and the engagement in guidance and counseling sessions in schools to reduce the rate of misbehaviour amongst primary school learners.

Handling students’ misbehaviors in crowded classrooms: the nursing faculty members’ experiences

IntroductionThe ability of teachers to organize classes and manage the behavior of their students is critical in achieving positive educational outcomes. The aim of this study was to explain the experiences of nursing faculty members in managing disruptive behaviors in the classroom.MethodsThe study adopted descriptive explanatory qualitative study design and provided an avenue to explain the experiences of nursing faculty members in managing disruptive behavior in the classroom Participants were included via the purposive sampling. In-depth and semi-structured interviews were used to collect data. The content analysis presented by Graneheim and Lundman was used to analyze the data. The present study utilized four strength criteria, including credibility, confirmability, transferability, and dependability.ResultsThe finding were presented using five themes that emerged from 350 open codes, including managing disruptive behavior in the classroom, guiding the disruptive student, trying to increase learning, and making the class more interesting, setting the rules and regulations of the class with sub-categories.ConclusionsParticipants cited strategies that they enabled to understand the cause of misbehavior and implement strategies to modify students’ misbehaviors by creating a safe and healthy climate to nurture effective learning by students.

A Taxonomy and Analysis of Misbehaviour Detection in Cooperative Intelligent Transport Systems: A Systematic Review

Cooperative Intelligent Transport Systems (C-ITS) is one of the proposed solutions to improve the safety and efficiency of road transport. However, C-ITS is prone to misbehaviours that can cause devastating effects such as road accidents and potential loss of life. While there are several research studies including technical studies and surveys that discuss misbehaviour detection in C-ITS, they tend to focus on specific aspects of misbehaviour detection and do not provide a comprehensive and unified coverage. With the objective of serving as a reference for future researchers, this study provides a comprehensive survey of misbehaviour detection in C-ITS. It identifies and discusses the key causes of misbehaviour in C-ITS, and the mechanisms used to detect them. Additionally, it proposes a thematic taxonomy on misbehaviour detection based on a comparative analysis of the technical studies. Furthermore, the existing solutions from the state-of-the-art and their shortcomings are also presented. Finally, this study highlights several significant research challenges and discusses future research directions in the area of misbehaviour detection in C-ITS. In doing so, this study contributes to the existing literature in an important field of study.

Evaluating the Student’s Misbehavior in the Class (In Case of Hidase Fire High School 10th Grade)

The purpose of this research is to evaluate the misbehavior of the student in the class using action methodology techniques. An Evaluate the student misbehavior in the class was used to draw data from focused on selected students in school. The findings reveal that leaving class in middle, late coming, and not doing homework is common among students in selected secondary schools of Hidase Fire. In this study, the teacher and student interventions are undertaken to evaluate the misbehavior of the student in the class. As the result obtained 60 % of the misbehavior student is leaving the class in the middle of class this misbehavior activity act 53.33 % during the morning time. The punishment for the student that acts misbehavior is 40 % sending to the director and assigning extra work respectively. The main causes of misbehavior in class 73.33 % are lack of interest of students and the teacher observed misbehavior in the class 33.33% is coming to late class and not doing homework respectively. Overall, the major causes of misbehavior in class are lack of the implementation of the rule and laws of the school. To solve those behavioral problems in school action strategies and interventions have been taken then the student behavior has improved. Keywords: Misbehavior, Teacher challenges, Student behaviors, Class activity, Environment DOI: 10.7176/PPAR/13-4-01 Publication date: May 31 st 2023

How do researchers perceive research misbehaviors? A case study of Indian researchers

ABSTRACT Despite ample evidence of increasing research misconduct in India, little attention has been paid to understanding researchers’ perception of research integrity and research misconduct among young Indian researchers. Interviews among 30 research scholars were conducted at Pondicherry University in India to understand their experience and perception of research misconduct. The top three influencing factors for scientific misconduct, according to the participants, were unavailability of adequate funds (35%), pressure from research supervisors (29%), and desperation to publish articles (25%). The participants had witnessed research misconduct in different forms i.e., data fabrication, falsification, and plagiarism. However, plagiarism was the most often cited cause of misbehavior in our interviews. Majority of participants have witnessed or personally encountered multiple instances where authorship conflicts occurred. The other questionable research practices highlighted in the study were improper citations, authorship disputes like gift and ghost authorships, misrepresentation of statistical data, failure to publish negative results. In an increasingly diverse and changing research environment, our research calls for practical research guidelines based on honesty, openness, and accountability that can help articulate and strengthen scientists’ core values. More importantly, scientific misconduct can only be prevented by using a multifaceted strategy that includes identifying instances of scientific misconduct and implementing suitable deterrents and treatments that could change the behavior associated with such misconduct.

A Comprehensive Explanation Framework for Biomedical Time Series Classification.

In this study, we propose a post-hoc explainability framework for deep learning models applied to quasi-periodic biomedical time-series classification. As a case study, we focus on the problem of atrial fibrillation (AF) detection from electrocardiography signals, which has strong clinical relevance. Starting from a state-of-the-art pretrained model, we tackle the problem from two different perspectives: global and local explanation. With global explanation, we analyze the model behavior by looking at entire classes of data, showing which regions of the input repetitive patterns have the most influence for a specific outcome of the model. Our explanation results align with the expectations of clinical experts, showing that features crucial for AF detection contribute heavily to the final decision. These features include R-R interval regularity, absence of the P-wave or presence of electrical activity in the isoelectric period. On the other hand, with local explanation, we analyze specific input signals and model outcomes. We present a comprehensive analysis of the network facing different conditions, whether the model has correctly classified the input signal or not. This enables a deeper understanding of the network's behavior, showing the most informative regions that trigger the classification decision and highlighting possible causes of misbehavior.

A Configurational Analysis of the Causes of Consumer Indirect Misbehaviors in Access-Based Consumption

Consumer indirect misbehavior in access-based consumption is a significant challenge for enterprises. The literature is in short of a deep understanding of the antecedent conditions of consumer indirect misbehavior in this context and limited by inconsistent findings, calling for developing a holistic and integrative theoretical framework. This study integrates three commonly used theoretical perspectives in the consumer misbehavior literature (i.e., deterrence, rational decision-making, and ethical decision-making) to present holistic archetypes of consumer indirect misbehavior formation. In accordance with this theoretical objective, we adopted an emerging approach for configurational analysis, i.e., fuzzy-set qualitative comparative analysis (fsQCA), to analyze the complex combinations of six influencing factors. We collected data using a scenario-based field survey of 264 experienced consumers of a popular bike-sharing service in China. The scenarios were developed based on relevant literature and a Delphi study. The fsQCA results reveal multiple configurations for high and low levels of consumer misbehavior intention. Specifically, perceived benefits and moral definition play important roles, while the effect of sanctions is highly dependent on other factors. These results lead us to derive three theoretical propositions for antecedent conditions leading to consumers’ indirect misbehavior intentions in access-based consumption. This study enriches our understanding of the causes of misbehavior and provides novel insights for management practitioners to take appropriate countermeasures.

Aplikasi Keamanan Pangan Untuk Meningkatkan Pengetahuan Dan Perilaku Makanan Dalam Pengolahan Makanan Di Rumah Sakit Bolaang Mongondow

Backround. The organization of food especially in hospitals must be optimal, in accordance with the quality of health service standard and patient disease indication. The cause of misbehavior regarding hygiene and sanitation is due to low knowledge or ignorance of things that food handlers should be aware of in order to obtain healthy food. The purpose of this research is to know the difference of knowledge and behavior of food safety implementation of food handler on food processing before and after intervention in hospital in Bolaang Mongondow Raya.
 Method.The type of research used is Quasi Eksperimen with pretest and posttest design. The research subjects were taken by total sampling totaling 31 people. The study was conducted from July to September 2017 at Bolaang Mongondow Raya Hospital. The knowledge data was collected using questionnaires and behavior data using the check list form. The statistical test used was T-test, at 95% confidence level and significance limit of p <0,05.
 Result. The results showed that the average value of knowledge before the intervention was 70.53. Knowledge achievements after the intervention averaged 84.73. The magnitude of the increase in the value of knowledge is 14.2. The average value of the behavior before the intervention is 80.32. The average value after the intervention was 89.68. The magnitude of the increase in the value of behavior is 9.36.
 Conclusions. There are differences in knowledge of food handlers before and after the intervention. There are differences in the behavior of food handlers before and after the intervention.

The Relationship between Goals of Misbehavior & Perceived Parental Treatment Among Children with Behavioral Problems

The study explored the relationship between variables of Goals of Misbehavior and Perceived Parental Treatment among children with behavioral problems. A purposive sample of 50 identified misbehaving children (boys) of English medium schools of Islamabad were selected. The study assumed a positive correlation between goals of misbehavior and perceived parental hostility, while negative correlation between goals of misbehavior and perceived parental supportiveness. Two scales Goals of Behavior Inventory (Manly, 1986), consisting of 16 items with four subscales: (attention, power, revenge inadequacy) and perceived Parental Inventory (Lovejoy, 1999), consisting of 20 items with two subscales: (hostility, supportive) were used to measure these variables. Kurder-Richardson reliability (KR-20) was found to be 0.65, P< .01 for Goals of Behavior Inventory and alpha coefficient reliability for Perceived Parental Inventory was 0.82, p < .01. The results indicated that there is a positive correlation between GBI and PPI (r =0 .18). With regards to the first hypothesis of the study a positive correlation between perceived parental hostility scale and goals of behavior inventory was seen. Contrary to the second hypothesis, a positive correlation was found between goals of behavior inventory and perceived parental support. The study further proposed that individuals scoring high on goals of misbehavior inventory will score high on perceived parental hostility scale as to low scorers. Moreover, it was also hypothesized that ends scoring high on GBI will score low on perceived parental supportive scale as compared to low scorers. t –test analysis showed non results. Mean scores of the dimension of GBI showed that Attention (M = 2.18) is the major cause of misbehavior

Varying reasons of young learners’ problem behaviours according to novice ELT teachers

This research is conducted to examine novice ELT teachers’ perspective on the possible motives behind young learners’ problem behaviours in English classes. The gender of ELT teachers have been also considered in order to investigate whether there is a difference between the perception of male and female teachers on the leading causes of problem behaviours in classroom. The adapted version of the questionnaire developed by Miller, Ferguson &amp; Byrne (2000) were conducted with 15 male and 15 female novice teachers in their first year in teaching profession. The result of the study indicated that both male and female novice teachers have similar ideas about the causes of misbehaviour except for one point: (1) teachers’ rewards and punishments. Female teachers stated that teachers’ rewards and punishment might be the main motive for problem behaviours whereas male teachers disregard this factor as a crucial cause of misbehaviour. As for the other three factors, all the teachers agreed that (2) “adult behaviour” and (3) “curriculum demands on children” might increase the frequency of misbehaviour among young learners in English classes. (4) “Personality of the learner”, however, was found to be the most important reason behind problem behaviours. As the results revealed, most of the factors were explained similarly by both male and female teachers except for teachers’ rewards and punishments, a finding which shows that gender has little (if any) effect on novice teachers’ attribution for learner misbehaviour in EFL classes.

Attitude of Parents, Teachers and Students towards Corporal Punishment

This Paper examines corporal punishment in the current education system. During the Gurukul system of Education, the disciples were punished for their indiscipline and misbehavior. But the punishment was only confined to do some physical work and had no adverse effect on the physical and mental abilities of the child. In modern time period universalization of elementary education is the prime motive of our govt. But unfortunately this type of formal education makes the child more and unhappy. The reason behind this unhappiness is existence of corporal punishment in formal system of education. The purpose of the present study was to judge the attitude of parents, teachers and students towards corporal punishment. For this purpose the investigator prepared self-made questionnaire. The finding shows that inflicting physical punishment creates pain, fear and feelings of humiliation and does not remove the cause of misbehavior. So the main thing is that discipline as a mean of punishment should be avoided and we should aim at making the child self-disciplined. Children should know how to discipline themselves and then grow up to become adults who are responsible i.e. able to carry on the important responsibilities of life.

Psychoeducation as a Mediator of Treatment Approach on Parent Engagement in Child Psychotherapy for Disruptive Behavior

Parent engagement in treatment for child disruptive behavior has been associated with improved child outcomes in care. However, many families who enter care do not receive an adequate dose of treatment, and parents are often not involved. We examined therapists’ use of psychoeducation, a therapeutic practice used to present factual information about target problems and treatments, and its association with parent engagement in child psychotherapy. Participants were drawn from the Child System and Treatment Enhancement Projects’ multisite trial contrasting standard evidence-based treatments, modular treatment, or usual care. We included an ethnically diverse sample of 46 youth (ages 7–13) who received treatment for disruptive behavior in modular treatment or usual care. A reliable observational coding system was developed to assess therapists’ in-session use of psychoeducation strategies (e.g., discussing causes of misbehavior, describing and providing rationale for treatment, etc.), as well as other engagement strategies (e.g., collaborative goal setting, managing expectations, etc.), in the early phase of treatment. Findings revealed that modular treatment therapists provided more psychoeducation and other engagement strategies compared with usual care therapists. Furthermore, psychoeducation strategies employed by therapists early on uniquely predicted subsequent parent involvement in treatment, over and above the use of other engagement strategies. Finally, therapists’ use of the psychoeducation strategy of discussing causes of child's misbehavior mediated the effect of treatment condition on parent involvement in their child's therapy. These findings suggest that the implementation of psychoeducation strategies upon entry into care promotes parent involvement in child psychotherapy for disruptive behavior.

A practical analysis of non-termination in large logic programs

AbstractA large body of work has been dedicated to termination analysis of logic programs but relatively little has been done to analyze non-termination. In our opinion, explaining non-termination is a much more important task because it can dramatically improve a user's ability to effectively debug large, complex logic programs without having to abide by punishing syntactic restrictions. Non-termination analysis examines program execution history when the program is suspected to not terminate and informs the programmer about the exact reasons for this behavior. In Liang and Kifer (2013), we studied the problem of non-termination in tabled logic engines with subgoal abstraction, such as XSB, and proposed a suite of algorithms for non-termination analysis, called Terminyzer. These algorithms analyze forest logging traces and output sequences of tabled subgoal calls that are the likely causes of non-terminating cycles. However, this feedback was hard to use in practice: the same subgoal could occur in multiple rule heads and in even more places in rule bodies, so Terminyzer left too much tedious, sometimes combinatorially large amount of work for the user to do manually.Here we propose a new suite of algorithms, Terminyzer+, which closes this usability gap. Terminyzer+ can detect not only sequences of subgoals that cause non-termination, but, importantly, the exact rules where they occur and the rule sequences that get fired in a cyclic manner, thus causing non-termination. This makes Terminyzer+ suitable as a back-end for user-friendly graphical interfaces on top of Terminyzer+, which can greatly simplify the debugging process. Terminyzer+ back-ends exist for the SILK system as well as for the open-source ${\cal F}$lora-2 system. A graphical interface has been developed for SILK and is currently underway for ${\cal F}$lora-2. We also report experimental studies, which confirm the effectiveness of Terminyzer+ on a host of large real-world knowledge bases. All tests used in this paper are available online.1In addition, we make a step towards automatic remediation of non-terminating programs by proposing an algorithm that heuristically fixes some causes of misbehavior. Furthermore, unlike Terminyzer, Terminyzer+ does not require the underlying logic engine to support subgoal abstraction, although it can make use of it.

AUTOMATED DEBUGGING OF VERILOG DESIGNS

In this article we report on novel insights in model-based software debugging of hardware description languages (HDLs). Today's simulation driven working process emphasizes the need for exploiting test suites not only for detecting but also for localizing the root cause of misbehavior. We discuss the modeling approaches for the various artifacts of the Verilog hardware description language (blocking and non-blocking statements, expressions, execution ordering) and present a novel model incorporating test suites. The evaluation of our approach on the well-known ISCAS89 benchmarks concerning single and double-fault diagnoses clearly indicates that incorporating test suites into the fault localization technique (and development process) considerably improves the accuracy of the obtained diagnosis candidates.

The structure of primary and secondary teachers’ attributions for pupils’ misbehaviour: a preliminary cross‐phase and cross‐cultural investigation

The purpose of this study was to see if systematic contrasts in educational culture and curricular emphases might affect the underlying structure of teachers’ attributions for children's behaviour. Thus, responses to a questionnaire developed from earlier work by Miller and colleagues (2000, 2002) were gathered from primary and secondary school teachers in England and the Republic of Ireland. Exploratory factor analyses revealed that teachers participating in the study appear to have attributed pupils’ misbehaviour at least as much to teachers’ and adult behaviours as much as to any distinctive parental or home factors. The structure of primary and secondary teachers’ attributions appears to have differed, with primary teachers distinguishing between their own and parental influences on children's behaviour. However, contrary to expectation the demands of the curriculum did not seem to have figured highly in these teachers’ perception of causes of misbehaviour. Finally, some speculations on possible differences in relative weighting between English and Irish teachers’ views are offered. Teachers in the Republic of Ireland appear to have attached greater importance to children's personalities and pressures on children. Further, teachers in primary schools in England seem to have rated their classroom management strategies and other more general adult behaviours as more important associates of behaviour than did their counterparts in the Republic of Ireland. The implications of the findings are discussed in relation to cultural and curricular differences and teachers’ constructions of behaviour and special educational needs.

A new technique for dealing with behaviour difficulties in Cyprus: the analysis of critical incidents

Recently the issue of behaviour difficulties arose at the centre of the educational debate in Cyprus. The purpose of this paper is to propose a new technique for enabling schools to deal with behavioural difficulties through an analysis of critical incidents. First, the paper examines definitions of behaviour difficulties, briefly explores the causes of misbehaviour and summarizes the different theories and methods that have been used for behaviour management. It then defines the new technique by providing its theoretical background, and illustrates how the new method has been used. Using evidence from schools in Cyprus, the paper provides illustrative examples which demonstrate how certain events that happen in the classroom can be analysed in order to provide schools with useful information for developing new ways of facing behavioural difficulties.

PRESERVICE TEACHERS’ THOUGHTS AND FEARS ABOUT DISCIPLINING CHILDREN

The purposes of this study were threefold: (1) to determine if fears and concerns about guiding children's behavior and misbehavior is a generalized feeling, or more related to specific circumstances and scenarios; (2) to determine which situations may give students the greatest and least amounts of anxiety; and (3) to explore the relationship between students’ beliefs about the causes of children's misbehavior and their anxiety about specific discipline situations. After completing a questionnaire, preservice teachers in this study rated children's challenges to their authority as the most difficult. Discipline situations involving conflicts between children (e.g., refusing to share, not joining in activities) were rated as the least difficult to handle. Most of the preservice teachers believed children misbehaved because of a lack of social skills and developmental sophistication rather than because of bad parenting, inherent personality characteristics, or too many adult restrictions. Preservice teachers rated the difficulty of the discipline issues similarly regardless of their beliefs concerning the causes of misbehavior. Implications of this study are discussed.