Date

11-13-2024

Department

School of Behavioral Sciences

Degree

Doctor of Education in Community Care and Counseling (EdD)

Chair

Sharita Knobloch

Keywords

Disruptive Behavior, Academic Performance, Intervention, Management Strategy

Disciplines

Counseling

Abstract

This study examined the impact of disruptive behavior on academic performance among high school students in the southeastern United States, a critical area of research given the well-documented connection between behavioral issues and educational outcomes. Disruptive behaviors, including absenteeism, fighting, and misconduct, are linked to significant student Grade Point Average (GPA) declines. This study aimed to explore how these behaviors influence academic performance while also investigating the moderating roles of factors such as gender, race, grade level, and English learner (EL) status. Utilizing a correlational research design, the study employed linear regression analysis and the Hayes Process Macro Model to identify significant interactions between disruptive behavior and the variables. Results indicate that disruptive behavior consistently negatively impacts GPA across demographic groups, with the moderating variables influencing the extent of this relationship. The findings suggest that gender and race play a significant role in moderating the effects of disruptive behavior on academic outcomes. The discussion emphasizes the need for targeted interventions and behavior management strategies that address the unique needs of diverse student populations. Recommendations for future research include expanding the sample size and exploring additional factors that contribute to academic success for students displaying disruptive behavior.

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