Problem-behaviour theory :

Problem-behaviour theory is a systematic, multivariate, social-

psychological conceptual framework derived initially from the basic concepts of
value and expectation in Rotter's (1954, 1982) social learning theory and from
Merton's (1957) concept of anomie. The fundamental premise of the theory, all
behaviour is the result of person-environment interaction, reflects a "field theory"
perspective in social science (Lewin, 1951). Problem behaviour is behaviour that
is socially defined as a problem, as a source of concern, or as undesirable by the
social and/or legal norms of conventional society and its institutions of authority;
it is behaviour that usually elicits some form of social control response, whether
minimal, such as a statement of disapproval, or extreme, such as imprisonment.
As for this case, the students threatened a teacher to kill him if the
teacher prohibited them from seeing a principal of the school just want to give
back a book. The disciplinary problem arises among them because the students
do not respect their teacher and acted based on their emotion. The conceptual
structure of problem-behaviour theory is both complex and comprehensive. As
originally formulated, the theoretical framework included three major systems of
explanatory variables: the perceived-environment system, the personality
system, and the behaviour system. Each system is composed of variables that
serve either as instigations for engaging in problem behaviour or controls against
involvement in problem behaviour. It is the balance between instigations and
controls that determines the degree of proneness for problem behaviour within
each system. The overall level of proneness for problem behaviour, across all
three systems, reflects the degree of psychosocial conventionality-
unconventionality characterizing each adolescent.
The perceived-environment system include social controls, models, and
support. Perceived-environment variables are distinguished on the basis of the
directness or conceptual closeness of their relations to problem behaviour.
Proximal variables directly implicate a particular behaviour, whereas distal
variables are more remote in the causal chain and therefore require theoretical
linkage to behaviour. Problem behaviour proneness in the perceived environment
system includes low parental disapproval of problem behaviour, high peer
approval of problem behaviour, high peer models for problem behaviour, low
parental controls and support, low peer controls, low compatibility between
parent and peer expectations, and low parent (relative to peer) influence.
The concepts that constitute the personality system include a patterned
and interrelated set of relatively enduring, socio-cognitive variablesvalues,
expectations, beliefs, attitudes, and orientations toward self and societythat
reflect social learning and developmental experience. Problem behaviour
proneness in the personality system includes lower value on academic
achievement, higher value on independence, greater social criticism, higher
alienation, lower self-esteem, greater attitudinal tolerance of deviance, and lower
religiosity.
The concepts that constitute the behaviour system include both problem
behaviours and conventional behaviours. Problem behaviours include alcohol
use, cigarette smoking, marijuana use, other illicit drug use, general deviant
behaviour (delinquent behaviours and other norm-violative acts), and risky
driving. Involvement in any one problem behaviour increases the likelihood of
involvement in other problem behaviours due to their linkages in the social
ecology of youthwith socially organized opportunities to learn and to practice
them togetherand to the similar psychological meanings and functions the
behaviours may have.
Conventional behaviours are behaviours that are socially approved,
normatively expected, and codified and institutionalized as appropriate for
adolescents. Problem behaviour proneness in the behaviour system includes high
involvement in other problem behaviours and low involvement in conventional
behaviours.

http://www.colorado.edu/ibs/jessor/pb_theory.html