Pupils' knowledge of rules and its influence on rule-breaking behaviour in the classroom – A mixed methods study

This study explores pupils’ knowledge of rules and its connection with their behaviour during lessons. A mixed methods approach that includes standardised classroom observations conducted on 63 days in 22 first-year classes and qualitative interviews with 107 individual children is used. Qualitative analyses suggest that the majority of children know the rules specific to the classroom they are in and demonstrate how differentiated their knowledge is. Regression analyses indicate that more positively connoted knowledge of rules is associated with less rule-breaking behaviour. Increased negative reactions on the part of the teacher leads to an increase in rule-breaking behaviour. • Primary school pupils have complex knowledge of rules. • For more than half of the pupils, classroom rules have a negative connotation. • Positively connoted rule knowledge is related to decreased rule-breaking behaviour. • Negative teacher reactions are related to increasing future rule-breaking behaviour.