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The association between class clown dimensions, school experiences and accomplishment


Platt, Tracey; Wagner, Lisa; Ruch, Willibald (2016). The association between class clown dimensions, school experiences and accomplishment. Learning & Individual Differences, 51:327-332.

Abstract

Recent research (Ruch, Platt, & Hofmann, 2014) identified four dimensions of class clown behavior (identifying as a class clown, comic talent, disruptive rule-breaker, and subversive joker). This study investigates whether these dimensions show differential relationships with school achievement, self-reported school satisfaction, positive experiences at school, and teacher-rated classroom behavior in a sample of 157 secondary school children (mean age: 15.4 years). School achievement showed a negative relation to two of the four dimensions of class clown behavior. Class clown behavior was related to less positive classroom behavior and with lower school satisfaction, which was mediated by the dimensions of school experiences. While class clowns experience positive emotions at school, their negative relationship with teachers might impair their school satisfaction and achievement. Positive psychology concepts give new insight into the field of class clown behavior and may also be able to offer some solutions.

Abstract

Recent research (Ruch, Platt, & Hofmann, 2014) identified four dimensions of class clown behavior (identifying as a class clown, comic talent, disruptive rule-breaker, and subversive joker). This study investigates whether these dimensions show differential relationships with school achievement, self-reported school satisfaction, positive experiences at school, and teacher-rated classroom behavior in a sample of 157 secondary school children (mean age: 15.4 years). School achievement showed a negative relation to two of the four dimensions of class clown behavior. Class clown behavior was related to less positive classroom behavior and with lower school satisfaction, which was mediated by the dimensions of school experiences. While class clowns experience positive emotions at school, their negative relationship with teachers might impair their school satisfaction and achievement. Positive psychology concepts give new insight into the field of class clown behavior and may also be able to offer some solutions.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Psychology
Dewey Decimal Classification:150 Psychology
Uncontrolled Keywords:DoktoratPsych
Language:English
Date:2016
Deposited On:07 Dec 2016 09:56
Last Modified:07 Dec 2016 10:03
Publisher:Elsevier
ISSN:1041-6080
Publisher DOI:https://doi.org/10.1016/j.lindif.2016.08.036

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Size: 408kB
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Embargo till: 2019-12-01

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