Uncivil behavior in the classroom is a growing issue among children and youth both academically and developmentally. This unique low-level antisocial behavior may be a precursor to higher-level antisocial behavior, and it is therefore important to have a relevant tool to be able to measure engagement in such behavior in the classroom. Using data from 586 children and youth (46.4% boys) between the ages of 10 and 14 (M = 12.02; SD = 1.35), we conducted a confirmatory factor analysis to validate a scale of classroom incivility consisting of two subscales based on intentionality (intentional and unintentional). We also ensured construct validity of our subscales by exploring HEXACO personality profiles and correlating our measures with both self- and peer-reported variables related to social and mental well-being. Our results highlight that engaging in classroom incivility is positively associated with poorer well-being, antisocial traits and antisocial behavior. Our results also demonstrate distinct personality profiles of students who reported engaging in intentional versus unintentional classroom incivility. This study is an important first step for future research exploring the potential antecedents and implications of engaging in uncivil behavior in the classroom, particularly if such behavior may have potential to escalate into more serious behavior later on.

无论是在学术上还是在发展中，课堂上的不文明行为在儿童和青少年中都日益严重。这种独特的低级反社会行为可能是高级反社会行为的先驱，因此，重要的是要有一个相关的工具，以能够衡量课堂上此类行为的参与度。使用来自586名儿童和10至14岁之间的青年（46.4％的男生）数据（中号 = 12.02; SD = 1.35），我们进行了验证性因素分析，以验证由两个基于意向性（有意和无意）的子量表组成的课堂不活动量表。我们还通过探索HEXACO人格特征并将我们的测度与与社会和心理健康相关的自我报告和同伴报告的变量进行关联，来确保我们的分量表的建构效度。我们的研究结果表明，参与课堂活动与不良的幸福感，反社会特征和反社会行为呈正相关。我们的结果还证明了报告有意或无意课堂不活跃的学生的个性特征。