Murray State University
Environmental Influences on Children's School Behavior
Institution
Murray State University
Faculty Advisor/ Mentor
Lynn Patterson
Abstract
A common myth among teachers is that students “act out” or participate in “off-task” behaviors much more frequently during a full moon. Teachers believe and insist that students are reckless, moody, less focused, and disruptive during the dreaded “full moon” phase. Although there has been research completed on the effects of the moon’s cycle upon behavior patterns, that research has been psychology based rather that education based. This psychology based research dispels this “moon myth”. The purpose of our project was to complete research in an educational setting and make this information known in the educational world. The purpose of our research was to prove that there is no correlation between moon cycles and students “off-task” behaviors. We theorized that teachers automatically assume and blame their students “off-task” and “acting out” is a result of the full moon. We want to provide proof for teachers that perhaps it is not the student’s fault that the days surrounding a full moon are stressful for them, but maybe it is the teacher’s preconceived notion.
Environmental Influences on Children's School Behavior
A common myth among teachers is that students “act out” or participate in “off-task” behaviors much more frequently during a full moon. Teachers believe and insist that students are reckless, moody, less focused, and disruptive during the dreaded “full moon” phase. Although there has been research completed on the effects of the moon’s cycle upon behavior patterns, that research has been psychology based rather that education based. This psychology based research dispels this “moon myth”. The purpose of our project was to complete research in an educational setting and make this information known in the educational world. The purpose of our research was to prove that there is no correlation between moon cycles and students “off-task” behaviors. We theorized that teachers automatically assume and blame their students “off-task” and “acting out” is a result of the full moon. We want to provide proof for teachers that perhaps it is not the student’s fault that the days surrounding a full moon are stressful for them, but maybe it is the teacher’s preconceived notion.