Discrimination of students with high and low stressful behavior based on early maladaptive schemas and family functioning components

Student's misbehaviors in classrooms can have an important impact on the teaching and learning effectiveness. Detection of the associated factors with these misbehaviors is the first step in designing any corrective program. The purpose of this study was to discriminate between the students with high and low stressful behavior based on early maladaptive schemas and family functioning components. The research approach was one person-oriented and discrimination function analysis was used for this differentiation. Students with high stressful behavior (n = 62) and low stressful ones (n = 55) were selected based on the first and third quartile points of a student's stressful behaviors questionnaire from a group of 360 tenth grade female students of Tabriz. Two predictor variables were measured by the early maladaptive schemas and the family functioning questionnaire. Findings showed that the students with highest degree of stressful behavior have higher mean in the early maladaptive schemas and family functioning components. The results of the discrimination function led to a significant discriminative function with average power. Function problem solving components had the highest power in the two group's discrimination. Based on this discriminative function, about 75% of the students were properly assigned in their initial groups. The findings emphasize the importance of paying attention to family components and student's schemas on their misbehaviors.