Teachers’ disciplinary practices and prosocial behavior in high school students
Конференцијски прилог (Објављена верзија)
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Disciplinary practices refer to procedures teachers use in school to manage student behavior and promote self-discipline. The aim of this study is to examine the use of positive, punitive, and SEL disciplinary techniques and their effects on students’ prosocial behavior. The research sample consisted of 766 students (61.1% female) aged 15 to 19 years (M = 16.36, SD = 1.04). Teachers’ disciplinary techniques were assessed using the Delaware Positive, Punitive, and SEL Techniques Scale (four-point Likert-type scale, α = .87). The scale consists of three subscales measuring students’ perceptions of the use of positive behavior techniques (6 items, α = .88), punitive/corrective techniques (6 items, α = .74), and social emotional learning techniques (6
items, α = .88). Data on prosocial behavior were collected using the prosocial subscale of the Strengths and Difficulties Questionnaire (5 items, α = .84). The data show that secondary teachers
use all three groups of disciplinary technique...s to about the same extent, although SEL and positive
disciplinary techniques are used to a slightly greater extent. Results indicate that teacher techniques are statistically significantly correlated with student prosocial behavior (r(764) = .40, p =
<.001). The strongest positive correlation was found between SEL learning techniques and prosocial behavior (r(764) = .48, p = < .001), then with positive behavior techniques (r(764) = .39, p = <.001), while a very weak negative correlation was found between punitive techniques and
prosocial behavior (r(764) = -.11, p = < .01). This correlation remains even when respondents’ age
and gender are taken into account. The results of this study suggest that in the school context, it
may be useful to plan interventions that promote the use of SEL and positive disciplinary practices
which can be effective for prevention of behavioral problems among students.
Кључне речи:
disciplinary practices / prosocial behavior / high school students / prevention practiceИзвор:
19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice, 2023, 69-69Издавач:
- University of Niš, Faculty of Philosophy, Department of Psychology
Институција/група
rFASPERTY - CONF AU - Bogićević, Dragana AU - Bukvić, Lidija AU - Popović-Ćitić, Branislava AU - Trajković, Marija PY - 2023 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/5291 AB - Disciplinary practices refer to procedures teachers use in school to manage student behavior and promote self-discipline. The aim of this study is to examine the use of positive, punitive, and SEL disciplinary techniques and their effects on students’ prosocial behavior. The research sample consisted of 766 students (61.1% female) aged 15 to 19 years (M = 16.36, SD = 1.04). Teachers’ disciplinary techniques were assessed using the Delaware Positive, Punitive, and SEL Techniques Scale (four-point Likert-type scale, α = .87). The scale consists of three subscales measuring students’ perceptions of the use of positive behavior techniques (6 items, α = .88), punitive/corrective techniques (6 items, α = .74), and social emotional learning techniques (6 items, α = .88). Data on prosocial behavior were collected using the prosocial subscale of the Strengths and Difficulties Questionnaire (5 items, α = .84). The data show that secondary teachers use all three groups of disciplinary techniques to about the same extent, although SEL and positive disciplinary techniques are used to a slightly greater extent. Results indicate that teacher techniques are statistically significantly correlated with student prosocial behavior (r(764) = .40, p = <.001). The strongest positive correlation was found between SEL learning techniques and prosocial behavior (r(764) = .48, p = < .001), then with positive behavior techniques (r(764) = .39, p = <.001), while a very weak negative correlation was found between punitive techniques and prosocial behavior (r(764) = -.11, p = < .01). This correlation remains even when respondents’ age and gender are taken into account. The results of this study suggest that in the school context, it may be useful to plan interventions that promote the use of SEL and positive disciplinary practices which can be effective for prevention of behavioral problems among students. PB - University of Niš, Faculty of Philosophy, Department of Psychology C3 - 19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice T1 - Teachers’ disciplinary practices and prosocial behavior in high school students EP - 69 SP - 69 UR - https://hdl.handle.net/21.15107/rcub_rfasper_5291 ER -
@conference{ author = "Bogićević, Dragana and Bukvić, Lidija and Popović-Ćitić, Branislava and Trajković, Marija", year = "2023", abstract = "Disciplinary practices refer to procedures teachers use in school to manage student behavior and promote self-discipline. The aim of this study is to examine the use of positive, punitive, and SEL disciplinary techniques and their effects on students’ prosocial behavior. The research sample consisted of 766 students (61.1% female) aged 15 to 19 years (M = 16.36, SD = 1.04). Teachers’ disciplinary techniques were assessed using the Delaware Positive, Punitive, and SEL Techniques Scale (four-point Likert-type scale, α = .87). The scale consists of three subscales measuring students’ perceptions of the use of positive behavior techniques (6 items, α = .88), punitive/corrective techniques (6 items, α = .74), and social emotional learning techniques (6 items, α = .88). Data on prosocial behavior were collected using the prosocial subscale of the Strengths and Difficulties Questionnaire (5 items, α = .84). The data show that secondary teachers use all three groups of disciplinary techniques to about the same extent, although SEL and positive disciplinary techniques are used to a slightly greater extent. Results indicate that teacher techniques are statistically significantly correlated with student prosocial behavior (r(764) = .40, p = <.001). The strongest positive correlation was found between SEL learning techniques and prosocial behavior (r(764) = .48, p = < .001), then with positive behavior techniques (r(764) = .39, p = <.001), while a very weak negative correlation was found between punitive techniques and prosocial behavior (r(764) = -.11, p = < .01). This correlation remains even when respondents’ age and gender are taken into account. The results of this study suggest that in the school context, it may be useful to plan interventions that promote the use of SEL and positive disciplinary practices which can be effective for prevention of behavioral problems among students.", publisher = "University of Niš, Faculty of Philosophy, Department of Psychology", journal = "19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice", title = "Teachers’ disciplinary practices and prosocial behavior in high school students", pages = "69-69", url = "https://hdl.handle.net/21.15107/rcub_rfasper_5291" }
Bogićević, D., Bukvić, L., Popović-Ćitić, B.,& Trajković, M.. (2023). Teachers’ disciplinary practices and prosocial behavior in high school students. in 19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice University of Niš, Faculty of Philosophy, Department of Psychology., 69-69. https://hdl.handle.net/21.15107/rcub_rfasper_5291
Bogićević D, Bukvić L, Popović-Ćitić B, Trajković M. Teachers’ disciplinary practices and prosocial behavior in high school students. in 19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice. 2023;:69-69. https://hdl.handle.net/21.15107/rcub_rfasper_5291 .
Bogićević, Dragana, Bukvić, Lidija, Popović-Ćitić, Branislava, Trajković, Marija, "Teachers’ disciplinary practices and prosocial behavior in high school students" in 19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice (2023):69-69, https://hdl.handle.net/21.15107/rcub_rfasper_5291 .