Peer Models and Classroom Misbehaviour

Abstract

With increasing problems of misbehaviour in the classroom affecting ever younger children, the present study examined the interaction between peer models and 5- to 6-year-old boys from middle-and working-class socioeconomic backgrounds. There was a significant difference in likelihood of copying behaviour between the classes. Working-class boys were influenced by the first peer model presented, but not the second. This latter had to compete with the influence of the first. Middle-class children, on the other hand, were not influenced by the first, but were by the second peer model. This was interpreted as a reaction to boredom. It was therefore suggested that teachers need to manipulate the classroom environment to avoid peer models of misbehaviour and, secondly, to ensure sufficient stimulation to avoid boredom occurring.