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Collective and individual efficacy as predictors of disruptive classroom behavior: a multilevel moderation analysis of teacher- and school-level influences

Crossref DOI link: https://doi.org/10.1007/s11218-026-10185-2

Published Online: 2026-02-09

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Holter, Erika Kristina

Ødegård, Magnar https://orcid.org/0000-0002-7608-7507
Bjørnebekk, Gunnar https://orcid.org/0000-0003-2176-7393
Funding

Funding for this research was provided by:

University of Oslo
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Text and Data Mining valid from 2026-02-09

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Article History

Received: 17 February 2025

Accepted: 1 February 2026

First Online: 9 February 2026

Declarations

:

: We have no known conflict of interest to disclose.

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