Disciplinary problems among high achiever students: the types and the causes

This qualitative study has been done to 24 teachers and 72 students from various secondary schools in Penang, Malaysia, in order to investigate the effect of between class ability grouping (BCAG) on high achiever secondary school students. Studies reported that BCAG triggered correspondence bias a...

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Main Authors:	Hairul Nizam Ismail, Kususanto, Prihadi
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2015
Online Access:	http://journalarticle.ukm.my/10073/ http://journalarticle.ukm.my/10073/ http://journalarticle.ukm.my/10073/1/167-585-2-PB.pdf

id	ukm-10073
recordtype	eprints
spelling	ukm-100732017-02-03T08:11:45Z http://journalarticle.ukm.my/10073/ Disciplinary problems among high achiever students: the types and the causes Hairul Nizam Ismail, Kususanto, Prihadi This qualitative study has been done to 24 teachers and 72 students from various secondary schools in Penang, Malaysia, in order to investigate the effect of between class ability grouping (BCAG) on high achiever secondary school students. Studies reported that BCAG triggered correspondence bias among teachers, which eventually affect them to show different perception and expectations towards high achiever classes (HAC) and low achiever classes (LAC) students. Symbolic interaction theories explained that individuals tend to be affected by others’ expectation, and therefore behave in a way they were expected to. Therefore, according to the previous studies on BCAG, it was assumed that HAC students would achieve better and would not be significantly involved in disciplinary problems. After semi-structured interview had been conducted in order to collect the data, and two-cycled analyses method, namely In-Vivo and Thematic Analyses had been operated in order to analyze the massive amount of qualitative data, the it was discovered that HAC students were involved with disciplinary problems, such as being disrespectful to teachers, paying less attention in the classroom, neglecting assignments and doing external work during classes. Other findings of this study showed that the disciplinary problems among HAC are related to their self-esteem types due to locus of control difference, as well as bigger issues apart from the competition among themselves. School management system, BCAG itself, reciprocal envy between HAC and LAC students, as well as their inclination towards tuition centers contributed to disciplinary problems among HAC students. Penerbit Universiti Kebangsaan Malaysia 2015 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/10073/1/167-585-2-PB.pdf Hairul Nizam Ismail, and Kususanto, Prihadi (2015) Disciplinary problems among high achiever students: the types and the causes. Jurnal Psikologi Malaysia, 29 (2). pp. 93-105. ISSN 2289-8174 http://spaj.ukm.my/ppppm/jpm/issue/view/23
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This qualitative study has been done to 24 teachers and 72 students from various secondary schools in Penang, Malaysia, in order to investigate the effect of between class ability grouping (BCAG) on high achiever secondary school students. Studies reported that BCAG triggered correspondence bias among teachers, which eventually affect them to show different perception and expectations towards high achiever classes (HAC) and low achiever classes (LAC) students. Symbolic interaction theories explained that individuals tend to be affected by others’ expectation, and therefore behave in a way they were expected to. Therefore, according to the previous studies on BCAG, it was assumed that HAC students would achieve better and would not be significantly involved in disciplinary problems. After semi-structured interview had been conducted in order to collect the data, and two-cycled analyses method, namely In-Vivo and Thematic Analyses had been operated in order to analyze the massive amount of qualitative data, the it was discovered that HAC students were involved with disciplinary problems, such as being disrespectful to teachers, paying less attention in the classroom, neglecting assignments and doing external work during classes. Other findings of this study showed that the disciplinary problems among HAC are related to their self-esteem types due to locus of control difference, as well as bigger issues apart from the competition among themselves. School management system, BCAG itself, reciprocal envy between HAC and LAC students, as well as their inclination towards tuition centers contributed to disciplinary problems among HAC students.
format	Article
author	Hairul Nizam Ismail, Kususanto, Prihadi
spellingShingle	Hairul Nizam Ismail, Kususanto, Prihadi Disciplinary problems among high achiever students: the types and the causes
author_facet	Hairul Nizam Ismail, Kususanto, Prihadi
author_sort	Hairul Nizam Ismail,
title	Disciplinary problems among high achiever students: the types and the causes
title_short	Disciplinary problems among high achiever students: the types and the causes
title_full	Disciplinary problems among high achiever students: the types and the causes
title_fullStr	Disciplinary problems among high achiever students: the types and the causes
title_full_unstemmed	Disciplinary problems among high achiever students: the types and the causes
title_sort	disciplinary problems among high achiever students: the types and the causes
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2015
url	http://journalarticle.ukm.my/10073/ http://journalarticle.ukm.my/10073/ http://journalarticle.ukm.my/10073/1/167-585-2-PB.pdf
first_indexed	2023-09-18T19:56:25Z
last_indexed	2023-09-18T19:56:25Z
_version_	1777406559415959552

Disciplinary problems among high achiever students: the types and the causes

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