This study aimed to clarify how elementary school students feel and what kind of solutions they devise when their classmates deviate from the class rules, by focusing on the different effects of deviant behavior on their surroundings. A total of 214 third- and fourth-grade students and 170 fifth- and sixth-grade students from the Kinki region of Japan participated in the survey. The main survey items pertained to fictitious children who were drawing or talking privately during class. The participants were divided into rule-explicit (Note that there is a rule in the class that you should not do anything unrelated during class) and non-explicit conditions. The main result was that the reaction of children to drawing in class, which had little effect on simultaneous instruction, differed depending on the grade level and the presence or absence of explicit conditions of the rules. Specifically, more children found third- and fourth-grade more annoying than fifth- and sixth- graders. Also, many students in fifth- and sixth-grade affirmed deviant behavior under the conditions in which the rules of the lesson were expressed. Children are able to form new values with their own ideas as they move up in grades. Therefore, it can be assumed that the students consciously and voluntarily thought about the relationship between the rules of the lesson and drawing behavior. As a result, in this study, it is considered that it is "good" to draw pictures that have less impact on the surroundings in the upper grades.

Authors:
Maho Komura, Gifu University, Japan

About the Presenter(s)
Dr Maho Komura is currently an Assistant Professor of Gifu University, Japan and was previously a postdoctoral fellow at Kobe University, Japan.

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