Chapter 2

Review of Related Literature and Studies

This chapter contains the related literature and studies, following a thorough and in-depth
search by the researchers, this chapter contains the pertinent literature and studies. The
literature and studies introduced in this chapter discuss many theories, notions,
generalizations, findings, as well as the various advancements associated to the study from the
past to the present. This will act as a guide for the researchers as they create the project.
Additionally, the content in this chapter aids in familiarizing readers with knowledge that is
relevant to and related to the current study.
Foreign Studies
According to Van Thompson, Demand Media (2013). academic achievement isn't always
an absolute measure of a student's intelligence. Instead, a variety of factors, such as teacher
involvement, parental investment, school quality and student motivation, can affect academic
life. Student behavior also plays a major role in academic achievement. A student's behavior
can affect her ability to learn as well as other students' learning environment. Disruptive
Behavior Students who behave disruptively by bullying other students, talking during lectures
or by requiring the teacher to interrupt lessons to discipline them can have a negative effect on
an entire classroom. A 2010 study published in "American Economic Journal: Applied
Economics" found that disruptive students can lower the test scores and academic achievement
of an entire classroom. Teachers who have disruptive students in their classroom may have to
spend additional time on behavioral management, reducing the time the teachers spend
teaching. Neurologists Sam Wang and Sandra Aamodt argue in their book "Welcome to Your
Child's Brain" that impulse control is one of the most significant factors predicting academic
success. Students with poor impulse control have more difficulty motivating themselves to
study, do homework and listen in class. This can decrease their ability to excel academically,
even when they perform well on IQ and achievement tests. Wang and Aamodt emphasize that
rule-setting and teaching frustration tolerance play critical roles in helping children develop
impulse control
Agena et al. (2015) mentioned that social interaction of the students within the classroom
environment involves the teachers and their classmates where teaching and learning activities
are being facilitated which need to be improved and addressed some factors that may somehow
influence the learning process.

Kubiatko (2013) argues that if attitudes towards a subject and school are positive, also the
achievement of students gets better. The achievement of a student could be defined as
individual progress, improvement in terms of acquired knowledge, skills and competences.
 Local Studies
Atienza, A. A., Joselito P. F., Pascual M., Teresa E. B., Ma. Rosario B. T., Jake M. L.
(2017). Majority of the surveyed Maritime students have low to average level of academic
performance. They have high positive attitude towards facilities followed by Instructional
materials and other students while the least variables towards teachers and the way classes are
handled. They have noted the state-of-the-art facilities of the University where they consider the
environment as conducive to learning. The positive attitude of the students towards teachers; the
way classes are handled and instructional materials have something to do with their academic
performance. The way they see and perceive the important elements of teaching and learning
process could possibly generate good outcomes on their academic performance.

Theories
Social Cognitive Theory, Bandura’s Social Cognitive Theory proposes that people are
driven not by inner forces, but by external factors. This model suggests that human functioning
can be explained by a triadic interaction of behavior, personal and environmental factors. This
is often known as reciprocal determinism. Environmental factors represent situational
influences and environment in which behavior is preformed while personal factors include
instincts, drives, traits, and other individual motivational forces. Several constructs underlie the
process of human learning and behavior change.3 These variables may also intervene in the
process of behavior change4. • Self-efficacy — A judgment of one’s ability to perform the
behavior. • Outcome Expectations — A judgment of the likely consequences a behavior will
produce. The importance of these expectations (i.e., expectancies) may also drive behavior. •
Self-Control — The ability of an individual to control their behaviors. • Reinforcements —
Something that increases or decreases the likelihood a behavior will continue.
Theory of Planned Behavior was developed by Icek Ajzen (1985, 1991), the theory of
planned behavior suggests that behavior is dependent on one’s intention to perform the
behavior. Intention is determined by an individual’s attitude (beliefs and values about the
outcome of the behavior) and subjective norms (beliefs about what other people think the
person should do or general social pressure). Behavior is also determined by an individual’s
perceived behavioral control, defined as an individual’s perceptions of their ability or feelings
of self-efficacy to perform behavior. This relationship is typically dependent on the type of
relationship and the nature of the situation.
Behavioral Theory By Corrina Horne (2022), Behavioral Psychology, or Behaviorism?
Each of these terms can be used interchangeably to describe a single psychological theory most
commonly known as Behaviorism. This particular theory is interesting in its approach to the
human mind. It relies less upon standard therapy modalities such as talk therapy and goes
straight to conditioning as the gold standard for improved behavior and improved quality of life.
Behaviorism diverges from many of the more well-known schools of thought in psychology and
may be, at times, both more difficult to work with and far easier to manage.
Books
According to Jessica Minahan, Nancy Rappaport About 10 percent of the school
population—or 9 to 13 million children—struggle with mental health problems. In a typical
classroom of twenty, chances are good that one or two students are dealing with serious
psychosocial stressors relating to poverty, domestic violence, abuse and neglect, or a psychiatric
disorder. There is also growing evidence that the number of children suffering the effects of
trauma and those with autism-related social deficits is also on the rise. These children represent
the most challenging students in our classrooms today. Their mental health problems make it
difficult for them to regulate their emotions and focus on learning. Most of the time, they lack
basic skills necessary to regulate their behaviors and, sometimes, to even recognize their own
actions. They can be inflexible and have outbursts for no apparent reason—disrupting the
classroom routine daily. They can disengage socially or be clingy, sleepy, or irritable. They can
defy school personnel repeatedly and argue incessantly. Sometimes—although more rarely—
they make sexual gestures and exhibit other forms of sexually inappropriate behavior. They are
the students who keep administrators up at night and the ones teachers fear and even dread
having in their classes. Many of their stories are heartbreaking. Despite their best efforts, school
providers do not always do a good job with these students. Children with behavioral challenges
often fail in school, waste too much time in detentions and suspensions, fall years behind in
academics, and never master the skills they need to make adequate progress. Although schools
have become a major site for students to receive mental health interventions over the past thirty
years, school programs are still relatively fragmented. Counselors and teachers lack adequate
time and resources to provide evidence-based curricula and classroom strategies that, when
consistently delivered, can change students’ behavior. School psychologists are often relegated
to testing students, creating individual education programs (IEPs), and dealing with
bureaucratic demands of students in special education. School counselors have a high caseload
and must devote the majority of their time to students categorized with the most severe
emotional and behavioral disturbances. One result is that disruptive students are frequently
referred for psychiatric medication before comprehensive and effective behavioral plans have
been attempted. Minahan, J., & Rappaport, N. (2012). The behavior code: A practical guide to
understanding and teaching the most challenging students. Harvard Education Press.
Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent
behavioral and emotional problems: Implications of cross-informant correlations for situational
specificity. in this article was to determine the degree of consistency between different
informants' reports of the behavioral/emotional problems of subjects aged from 1½ to 19 years.
We found 269 samples in 119 studies for meta-analyses of Pearson rs between ratings by
parents, teachers, mental health workers, observers, peers, and the subjects themselves. The
mean rs between all types of informants were statistically significant. The mean rs were .60
between similar informants (e.g., pairs of parents), .28 between different types of informants
(e.g., parent/teacher), and .22 between subjects and other informants. Correlations were
significantly higher for 6- to 11-year-olds than for adolescents, and for undercontrolled versus
overcontrolled problems, although these differences were not large. The modest correlations
between informants indicate that child and adolescent problems are not effectively captured by
present-versus-absent judgments of problems. Instead, the variations between reports by
different informants argue for assessment in terms of multiple axes designed to reflect the
perceived variations in child and adolescent functioning. (APA PsycInfo Database Record (c)
2016 APA, all rights reserved)
Transtheoretical (Stages of Change) Model by DiClemente in the late (1970). The
transtheoretical model proposes change as a process of six stages. Precontemplation is the stage
in which people are not intending to make a change in the near future (often defined as the next
6 months). Contemplation is the stage where people intend to change (within the next 6
months). People in this stage are aware of the pros of changing but also can identify the cons.
Preparation represents the stage where people have a plan of action and intend to take action in
the immediate future (within a month). Action is the stage in which people make the behavior
change and maintenance represents the stage where people work to prevent relapse. Finally,
termination represents that stage where individuals have 100 percent efficacy and will maintain
their behavior. This stage is the most difficult to maintain, so many people remain a lifetime in
maintenance. How can this theory inform your practice? • It is essential to match behavior
change interventions to people’s stages. For example, if an individual is in the precontemplation
stage it is important to raise their awareness about a behavior in order for them to contemplate
making a behavior change. • Without a planned intervention, people will remain stuck in the
early stages due to a lack of motivation to move through the stages. Prochaska, Johnson, and
Lee7 suggest a series of activities that have received empirical support, which help individuals
progress through the stages: • Consciousness-Raising — increasing awareness of the causes
(providing educational materials, confrontation, media campaigns, feedback, etc.) • Dramatic
Relief — producing an emotional experience which is followed by a reduced affect if some
action can be taken (personal testimonies, media campaigns, drama) • Self-reevaluation —
inviting individuals to make cognitive and emotional assessments of their self image (clarify
values, provide healthy models, using imagery) • Environmental reevaluation — assessments of
how the presence or absence of a behavior might impact one’s social environment
(documentaries, personal stories, family interventions)