2011/02/01 by Grete Sørensen Vaaland, Thormod Idsoe, Thormod Idsøe +1
Psychology · Social Sciences · #Bullying, Victimization, and Aggression #Child and Adolescent Psychosocial and Emotional Development #Education Discipline and Inequality
paper · doi:10.1080/00313831.2011.539850
crossref issued 2011/02/01 · crossref published 2011/02/01 · crossref published-print 2011/02/01 · openalex publication_date 2011/02/01 · crossref created 2011/02/10 · crossref deposited 2023/06/05 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29 · crossref indexed 2026/07/30
This study aims to conceptualize disobedient pupil behavior within the more general framework of antisocial behavior and to reveal how two forms of aggressiveness are related to disobedience. Disobedience, in the context of this article, covers disruptive pupil behavior or discipline problems when the pupil is aware of breaking a standard set by the teacher. Self‐reported data were collected from a representative sample of Norwegian eighth‐graders, 1,010 boys and 1,073 girls. Structural equation modeling, with latent variables, was used following LISREL 8.80. Analyses were conducted for boys and girls separately by multi‐group modeling. Confirmatory factor analyses supported the construct of disobedience as homogenous across genders. Structural models confirmed reactive aggressiveness, proactive power‐related, and proactive affiliation‐related aggressiveness as predictors of disobedience in both boys and girls.