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• W3123176723 abstract "If we're teaching brilliantly, but in the uncivil behavior occurs and we ignore it, then we're also teaching something else-that those behaviors are permissible. By default, we encourage the behavior. (Gerald Amada, 1999, Chronicle of Higher Education) In loco parentis, the doctrine explicitly charged professors with guiding students' intellectual and civic development, has vanished from the vast majority of college campuses. Also gone from campuses is the high degree of civility that once prevailed. According to Stephen L. Carter, author of Civility: Manners, Morals, and the Etiquette of Democracy, college students today exhibit markedly less decorum than did those of previous generations. Anecdotal evidence cited recently in The Chronicle of Higher Education (Mar. 27, 1998) suggests a rise in the number and severity of uncivil behaviors. No one believes that professors have overtly encouraged such behaviors, but as the epigraph correctly points out, uncivil classrooms can emerge when there is a reluctance to oppose them. In the field of higher education, little has been done to examine the linkages between in student behavior and student performance.1 This is surprising because such linkages have been under examination for some time in the elementary and high school education literature. In a study of elementary school students that corrected for differences in IQ, Swift and Spivack (1975, p. 8) point to inattentiveness and negative or disturbing behaviors as dimensions that negatively affect performance. In a study of high school students, Wentzel (1989) found that, holding SAT scores constant, wider deviations from protocols led to lower grades.2 To our knowledge, there are only two articles about the behavior of college students that are relevant to our investigation. Johnson and Butts (1983, p. 361) found a positive relationship between student achievement and engaged time.3 Bob Boice (1996) investigated classroom incivilities. Fewer classroom incivilities occurred in the classrooms of what Johnson and Butts would label more engaging teachers 4. This paper extends on these papers by analyzing how certain well recognized and easily observable types of behaviors are related to students' mastery of course content. We are professors of economics at a raid-size state university in the mid-western part of the United States; our investigation is limited to students enrolled in the economics classrooms at this university. Despite the obvious limitations of our study, we hope that our foray into the social fabric of the college will spur others to do additional work in this area.5 I. Disinterest and Boorishness in Economics Classrooms In the literature of economic education, the relationship between student characteristics and performance have been studied at great length, but the behaviors of students in economics classrooms have been ignored. The first question that we had to consider was which behaviors to examine. This is an open-ended question that has almost as many answers as there are professors. To narrow our investigation we simply asked our collegues as to what behaviors they thought were objectionable. Their responses fell into two general categories: 1) behaviors that are disrespectful to the professor because they strongly suggest disinterest in her lectures; and 2) behaviors that are disrespectful to decorum but not necessarily the professor's lectures (we label these boorish behaviors).6 The student characteristics disinterest and boorishness are incorporated into an otherwise standard statistical model of student performance. Other student characteristics that have traditionally have been linked to performance in economics classrooms, such as gender and grade point average, are included in our statistical model as control variables. Our model assumes that student performance depends on: 1) an index of disinterest variables; 2) an index of boorishness variables; and 3) a vector of the traditional control variables. …" @default.
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• W3123176723 date "2003-09-01" @default.
• W3123176723 modified "2023-09-27" @default.
• W3123176723 title "Behavior and Performance in the Economics Classroom" @default.
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