Abstract Civility relates to following rules that typically are aimed at promoting positive social behaviour. A lack of civility can be either intentional (e.g., insulting a classmate) or unintentional (e.g., packing up early). Civility is an important issue within classroom settings because it not only influences classroom functioning, but may also serve as a gateway to more serious antisocial behaviour. With regard to the latter, we were specifically interested in whether attitudes towards behaviour deemed as ‘incivility’ were associated with more serious bullying behaviour. Beyond any associations with each other, we were also interested in whether incivil attitudes and bullying share common personality correlates among adolescents. To answer these questions, our study examined the links between HEXACO personality traits, intentional and unintentional incivility, and bullying. Adolescents (n = 396) completed self-report questionnaires, and results were analysed with structural equation modelling. There were similarities and differences between the personality correlates of bullying and attitudes towards the two kinds of incivility. In particular, we found a significant association between personality and bullying behaviour that was mediated by attitudes towards intentional incivility. Our results highlight the importance of increasing awareness of educators regarding classroom incivility, given its potential negative implications within a school setting.

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小烦恼是否与欺凌有关？个性、对课堂不文明的态度和欺凌之间的联系

摘要 文明与遵循通常旨在促进积极的社会行为的规则有关。缺乏礼貌可能是有意的（例如，侮辱同学），也可能是无意的（例如，早点收拾东西）。文明是课堂环境中的一个重要问题，因为它不仅影响课堂功能，而且还可能成为导致更严重的反社会行为的途径。关于后者，我们特别感兴趣的是对被视为“不文明”的行为的态度是否与更严重的欺凌行为有关。除了彼此之间的任何关联之外，我们还对不文明态度和欺凌是否与青少年具有共同的性格相关联感兴趣。为了回答这些问题，我们的研究检查了 HEXACO 人格特质之间的联系，有意和无意的不文明行为和欺凌。青少年（n = 396）完成了自我报告问卷，并用结构方程模型分析了结果。欺凌的人格相关因素和对两种不文明行为的态度之间存在异同。特别是，我们发现个性和欺凌行为之间存在显着关联，这种关联是由对故意不文明的态度所介导的。鉴于课堂不文明行为在学校环境中的潜在负面影响，我们的研究结果强调了提高教育工作者对课堂不文明的认识的重要性。欺凌的人格相关因素和对两种不文明行为的态度之间存在异同。特别是，我们发现个性和欺凌行为之间存在显着关联，这种关联是由对故意不文明的态度所介导的。鉴于课堂不文明行为在学校环境中的潜在负面影响，我们的研究结果强调了提高教育工作者对课堂不文明的认识的重要性。欺凌的人格相关因素和对两种不文明行为的态度之间存在异同。特别是，我们发现个性和欺凌行为之间存在显着关联，这种关联是由对故意不文明的态度所介导的。鉴于课堂不文明行为在学校环境中的潜在负面影响，我们的研究结果强调了提高教育工作者对课堂不文明的认识的重要性。