Positive Discipline Research Articles

The impact of a positive discipline group intervention on parenting self-efficacy among mothers of young children.

Instilling healthy behaviors in early childhood is crucial as they can have lifelong impacts. However, many Chinese mothers lack effective parenting strategies, resulting in low self-efficacy. Positive Discipline, a non-punitive and non-indulgent approach, can help enhance maternal parenting self-efficacy and promote healthy lifestyle behaviors in children. This study explores the impact of a Positive Discipline group intervention on the parenting self-efficacy of Chinese mothers and how it can contribute to promoting diet and healthy lifestyle behaviors in early childhood. We randomly selected 70 mothers with low parenting self-efficacy from a kindergarten in China, dividing them into an intervention group (35 participants) and a control group (35 participants). The intervention group received a 6-week Positive Discipline intervention, while the control group received no intervention. The intervention aimed at helping mothers nurture their children in a kind and firm manner. We used paired samples t-tests and independent samples t-tests to compare changes in parenting self-efficacy scores before and after the intervention. Results showed that the intervention group's parenting self-efficacy scores significantly improved after the intervention, from an average score of 25.00 ± 4.08 to 36.29 ± 2.99 (p < 0.05, Cohen's d = 3.156). Significant improvements were observed in areas like "believing their parenting style benefits their child's growth" and "knowing how to effectively parent their children." The control group's average scores showed no significant changes between pre- and post-intervention (pre: 25.07 ± 5.33; post: 24.86 ± 5.75, p > 0.05, Cohen's d = 0.076). Furthermore, 3 months post-intervention, the intervention group's scores remained significantly higher than pre-intervention (p < 0.05), demonstrating the intervention's lasting effect. This study demonstrates that the Positive Discipline group intervention significantly enhances parenting self-efficacy in Chinese mothers, promoting healthy lifestyle behaviors in early childhood. Providing continuous support and guidance to mothers can help solidify their parenting confidence, ensuring long-term intervention success. Future research should explore how group interventions can effectively integrate healthy behaviors into early childhood routines and impact children's diet and lifestyle behaviors.

The indirect effect of parents’ work-family conflict on students’ psychosocial well-being

ABSTRACT This study aims to investigate the cascading impact of parents’ work-family conflict (WFC) on students’ psychosocial well-being. This study examines the sequential mediation effect of parents’ well-being and positive discipline using the conservation of resources (COR) theory and emotional contagion theory. Data were collected using an online survey platform where every participant received a concern form and unique code. The analysis used data from 351 parent–child dyads after removing 76 participants who failed the attention check items or did not complete the three phases of data collection. Data were analysed using a sequential mediation regression model six proposed by Hayes. The results confirmed a sequential mediation model where the parent's WFC indirectly impacted the student's psychosocial well-being through the mediating role of the parent's well-being and positive discipline. This study also discovered that WFC directly impacted parents’ well-being, positive discipline, and students’ psychosocial well-being. Organisations must provide parents with psychological services to reduce WFC and maintain their well-being. On the other hand, schools should communicate with parents and encourage positive discipline for students. This current study has advanced the literature by examining the link between parents’ WFC and students’ psychosocial well-being.

A longitudinal study on the relation between parenting and Toddler's disruptive behavior: what is the role of Toddler's negative emotionality and physiological stress reactivity?

Harsh and unsupportive parenting is a risk factor for the development of disruptive behavior in children. However, little is known about how children's temperament and stress reactivity influence this relation. In a three-wave longitudinal study, we examined whether the associations between parenting practices (supportive parenting, positive discipline, and harsh discipline) and child disruptive behavior were mediated by child temperament (negative emotionality) and stress reactivity (heart rate reactivity). In 72 families (Mage child = 14.6 months), living in the Netherlands, parents reported on their parenting practices and their children's disruptive behavior and negative emotionality. Children's heart rate reactivity was assessed through a series of stress-inducing tasks. Results from regression-based mediation analyses with bootstrapping showed that negative emotionality and stress reactivity did not mediate the relation between parenting and disruptive behavior. The results overall demonstrate that in a group of children this age, a reinforcing dynamic between parenting, child stress and disruptive behavior is not yet firmly established.

The Role of Positive Discipline in The Digital Era: Fostering Inclusive Learning Environments

The half-day seminar on implementing positive discipline in schools aimed to provide high school principals and teachers with an in-depth understanding of the concepts, principles and implementation strategies of positive discipline. Through material presentation, discussion and experience exchange, participants were given insights into the importance of positive discipline in creating an inclusive learning environment and supporting students' holistic growth. Principals and teachers were empowered to become agents of change in implementing positive discipline practices in their schools, focusing on building positive relationships between students and educators, fostering students' social-emotional skills, and establishing a supportive school culture. As a result, participants expressed enthusiasm and desire to engage in follow-up seminars to enhance their understanding and skills in implementing positive discipline, and to continuously improve the learning environment in their schools.

FAMILY INVOLVEMENT AND TRUANCY RATE IN PRIMARY SCHOOLS OF RWANDA A CASE OFBUGESERA DISTRICT

Background: The study intended to analyze the family involvement and truancy rate in primary schools of Bugesera District, Rwanda. The specific objectives of this study were: to identify the roles of family on truancy rate in primary schools of Bugesera District, to determine the level of students truancy rate in primary schools in Bugesera District Rwanda, to establish the relationship between family involvement and truancy rate in primary schools of Bugesera District Rwanda. The researcher adopted the descriptive survey design because the study sought to gain insight or perception into a phenomenon as a way of providing basic information in an area of study. The study target population comprised of 686 in total including 108 teachers, 18 head teachers, 200 parents and 360 students of 18 primary schools in Bugesera district. Methods and Materials:The researcher selected respondents pupils using simple random sampling. The researcher used simple random sampling to select the schools hence 7 schools were sampled. Stratified random sampling was used to categorize the sampled schools according to their zones and size. At school levels, 38 the teachers and 7 head teachers were purposively sampled, 130 pupils and 72 parents were selected using stratified random sampling. The formula used to determine the sample size of the respondents was Robert and Morgan table for sample size determination where the sample size was 247 respondents. The researcher used the questionnaire and interview to take data. The interview was used for head teachers and teachers, and questionnaires for parents and students. Data were analysed into tables and graphs applying descriptive statistics (frequency, percentages and mean) by statistical tools such SPSS Version 2.0 was used for data analysis. Results:As shown by the findings, 52% of students and 80.5% of parents confirmed that the family played a distinctive role in minimizing the level of truancy, even though there were some parents/ guardians who did not do follow-up to their children that is why some students were truant others were absent without reasons. Determining the level of truancy rate in primary schools, it was indicated by 36.85% of students and 72.3% of the parents that the level of truancy rate was moderate the number of truant pupils was not high in primary schools of Bugesera due to the facts that the age of primary students varied between 6 and 14 that the pupils were still little to indulge themselves into the temptations even though there was some students who were truant due to lack of school materials and family conflict reasons. The findings showed that there was a negative correlation between family involvement and truancy rate which was -0.242 of Spearman correlation coefficient which meant that when the family actively involved in the pupils education, the level of truancy went down due to the parents/ guardians guidance, pupils follow-up for pupils performance and positive discipline. The researcher recommended that the concerned stakeholders in education should work together to ensure pupils attend school regularly. Conclusion:The researcher suggested other researchers should carry out studies related to the family involvement and truancy rate in secondary schools, on the absenteeism and attendance rate.

Academic Procrastination in Preschool Children: The Role of Positive Discipline

With the rapid development of society, the pressure of students' competition is huge. At the same time, families, schools, and society pay too much attention to students' performance, which also increases a lot of anxiety for children. In addition, some children use extremely high standards to strictly require themselves, which also brings them a lot of tension. As the age of learning moves down, preschool children, whether at home or in extracurricular institutions, also carry out many courses of study. Under such background and conditions, students begin to have bad psychology and learning habits and use procrastination to relieve stress and tension. But in the long run, this approach is not conducive to children's physical and mental development. This requires parents to correct their children's procrastination. However, it is precisely because some parents do not master reasonable educational methods to educate children and change children 's problems that the results run counter to expectations. On the basis of summarizing the causes and manifestations of academic procrastination, this paper gives the definition of positive discipline and puts forward reasonable suggestions and educational methods to parents. It aims to improve children 's problems and create a positive family environment suitable for children's growth.

ALTERNATIVE STRATEGIES TO CORPORAL PUNISHMENT USED BY SELECTED BASIC SCHOOL TEACHERS IN MAMPONG MUNICIPALITY, GHANA

This study was conducted to determine the alternative strategies to corporal punishment used by some basic school teachers in Mampong Municipality in the wake of the abolition of corporal punishment in Ghanaian schools. The study used a qualitative research approach and phenomenological research design to study 15 basic school teachers and 15 headteachers who were purposively sampled for the study. Interviews and focus group discussions were used to collect data. It was found that the teachers used positive discipline strategies, such as rule setting, rewards presentation, guidance and counselling and mild punishment strategies, such as task assignment, withdrawal from pleasant activity and upstanding as alternative strategies to corporal punishment. This implies that the teachers follow the recommended discipline policy of the Ghana Education Service (GES). It was recommended, among others, that continuous professional education should be conducted by GES for the teachers to keep them abreast of the use of alternative strategies.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0704/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Pesantren Based on Child-Friendly: Countering the Bullying Cases in Pesantren

The existence of violence in the learning process is one of the factors that influences the comfort of each Santri. Nothing but the comfort of a Santri at Pesantren. Every learning process needs to pay attention to a child's rights and needs so that they can be met. Both in terms of security and comfort. The learning process must also proceed in a dignified and humane manner. However, the increasing violence that occurs in Pesantren is one of the reasons for the need to create Pesantren education that is child-friendly by ensuring safety and health. Therefore, this article aims to analyze the implementation of child-friendly Pesantren programs. This research uses a case study approach at the Pesantren Al-Anwar-4 Sarang and Alhamdulillah Kemadu Rembang. The analysis results show that child-friendly Pesantren can be achieved by implementing a positive discipline program for each Pesantren community, from caregivers, coaches, teachers, and Santri. As the learning process progresses, humanist teachers are the key to the success of child-friendly education in Pesantren by guiding Santri, motivating them, appreciating their strengths and weaknesses, and developing various new ideas and insights about learning along with developments in science and technology, as in the trials implemented at Al-Anwar-4 and Alhamdulillah by implementing positive discipline to prevent violence in Pesantren. This trial had a significant positive effect.

Implementation of positive discipline in a present-day family

Artykuł jest próbą odpowiedzi na pytanie, jaka jest wiedza rodziców na temat pozytywnej dyscypliny jako nowej metody wychowania i czy proponowane przez pozytywną dyscyplinę techniki są stosowane we współczesnej rodzinie. Próbę odpowiedzi na powyższe pytania podjęła Anna Sieczka w ramach pracy dyplomowej w Akademii Humanistycznej w Łodzi, wydział w Sieradzu, pod kierunkiem dr Kamili Witerskiej. Pytania badawcze oscylowały wokół wiedzy i zastosowania pozytywnej dyscypliny w praktyce. Badania zostały przeprowadzone metodą sondażu diagnostycznego z wykorzystaniem ankiety, w oparciu o autorski kwestionariusz.

Warm Teachers Make Enthusiastic Students: How Teachers Build Positive Relationships With Students

In addition to their teaching responsibilities, teachers must possess social competence, particularly in interacting effectively with their students. Previous research highlights a significant correlation between the quality of teacher-student relationships and the level of conflict within the classroom. Therefore, teacher competence in fostering positive relationships with students is essential for creating an environment of positive discipline. This research aims to enhance teachers' understanding of the fundamental principles of positive relationships through a training program titled "Warm Teachers Make Enthusiastic Students." The findings demonstrate an improvement in teachers' knowledge concerning the foundational principles of positive relationships, including encouragement, a focus on solutions, and a balanced approach of kindness and firmness. However, there was no observed increase in knowledge about the importance of caring among the teachers. The study also includes a qualitative analysis of teacher behaviors during the training sessions. It provides insights into how teachers applied the principles discussed and their overall engagement with the training material. This analysis underscores the significance of continuous professional development in the social competence of teachers, which is vital for fostering a supportive and productive classroom environment

Penerapan Disiplin Positif Bagi Siswa Mts Ciwedus

Students are the nation's successors, so students need to have good morals and morals. This character will grow through the family, school and community environments. One way to instill good morals and morals is through discipline at school. The words discipline are sometimes a scourge for students, because some teachers still apply violence in disciplinary education. Punishment is not an effective method for creating self-control in students. The punishment imposed will encourage bullying at school. The impact of punishment has a negative impact on students not only physically but also mentally. Therefore, it is necessary to apply positive discipline in every school, because by implementing positive discipline, long-term self-discipline will be created. This research on the application of positive discipline was carried out at Mts PUI Ciwedus Kuningan. We hope this research provides a new picture of nonviolent discipline patterns. It is hoped that this research will provide a new picture of non-violent discipline patterns when examining incidents of teacher violence for disciplinary reasons.

NHẬN THỨC CỦA NHÀ QUẢN LÝ VÀ GIÁO VIÊN VỀ GIÁO DỤC KỶ LUẬT TÍCH CỰC CHO HỌC SINH TRUNG HỌC PHỔ THÔNG

In the context of fundamental and comprehensive reform of education and training, in addition to innovating teaching content and teaching methods, changing moral education of students through positive discipline also receives great attention. Positive disciplinary education contributes to the comprehensive education of students' personalities, meeting the requirements of society. Survey results show that awareness of positive discipline education for students in high schools, besides the positive aspects, still has certain limitations. To contribute to the formation of a “Happy school” and comprehensively improve the quality of education, awareness of administrators and teachers in high schools needs to be improved about positive discipline education.

Positive Discipline Approaches and Students’ Behaviour in Government-Aided Secondary Schools in Sheema Municipality, Uganda

Positive Discipline Approaches and Students’ Behaviour in Government-Aided Secondary Schools in Sheema Municipality, Uganda

Gentle Parenting: A new parenting approach?

Recently, the “Gentle Parenting” approach has garnered increased interest among parents. The term was first introduced by Sarah Ockwell‐Smith, a parenting expert and author of a series of books about the perspective (Ockwell‐Smith, 2023). Gentle Parenting is based on principles of attachment theory and positive discipline, advocating for understanding and meeting the child's needs rather than managing their behavior. Techniques such as active listening, validation, and problem‐solving are central to this approach. Priorities are empathy, connection, and respect for the child's autonomy. Those who advocate Gentle Parenting contrast the approach with more traditional authoritarian parenting models, which are characterized by rules, punishment, and control and are viewed as outdated and ineffective by proponents of this type of parenting practice. Parents are drawn to Gentle Parenting as an alternative that promotes cooperation and understanding rather than one based on fear or obedience.

Positive Discipline Impact on Students’ Self-Esteem in EFL Class in Tertiary Level

This research investigates the impact of positive discipline on students’ self-esteem and how it is implemented. A pre-experimental study followed by observation was applied in this research. This research was carried out at an English department of an Islamic University in Salatiga, Indonesia. An English class consisting of 33 students was chosen through cluster random sampling, and an English teacher was the sampler of this research. The pre-post-test was given to 33 students and adapted from Sorensen’s Self-Esteem Questionnaire. The observation was also employed to gather further information on how the teacher implemented positive discipline in the class. Positive Discipline practices in the class are reflected in how the teacher motivates students, praises students’ work, helps students’ problems, and involves students in arranging learning. Further, the mean score of students’ self-esteem questionnaire is decreasing, which means their self-esteem is increasing. Although they are classified in similar levels from 18.42 (severely low self-esteem) to 17.12 (severely low self-esteem), they have improved their self-esteem score. On the other hand, the result of the paired sample T-test represents the less significant positive discipline effect on self-esteem. The paired sample T-test value is 0.092, which is higher than 0.05. Thus, implementing positive discipline over extended periods in EFL learning might significantly affect students’ self-esteem.

Teachers’ challenges in implementing a learner’s code of conduct for positive discipline in schools

In the majority of South African schools, maintaining discipline remains a challenge – a situation which commands the attention of departmental officials both locally and internationally. When negative disciplinary approaches were prohibited in schools in this country, positive disciplinary measures were recommended in the form of a code of conduct for learners. In the study reported on here we examined the challenges that teachers face in using a code of conduct to maintain positive discipline among the learner cohort. The study was guided by positive discipline and democratic theories. These theories imply that discipline must be taught to learners so that they are equipped to behave appropriately and obey the school/classroom rules. Data were gathered from a total of 16 educators in 2 sampled schools in Pinetown, Durban, through semi-structured interviews, observation and document review. The findings reveal that a variety of challenges impeded the use of a learners’ code of conduct, including a failure to review the document on a regular basis. The content of those codes was not widely communicated either, which meant that they remained ineffective in addressing each school’s specific needs with regard to correcting misbehaviour. Based on the findings, we recommend that the Department of Basic Education raise awareness around democratic governance in schools to enhance positive discipline by means of up-to-date, enforced codes of conduct. Schools also need to encourage parents to be actively involved in their children’s schooling, as a means of supporting teachers.

Boarding School Learning Management Towards Positive Discipline of Students at MAN 1 Pesantren Darussalam Ciamis West Java

This research is motivated by the rise of undisciplined students because of the busy schedule of activities in the dormitory, study time until late at night, midnight activities, as a result when in class students tend to be lazy because of sleepiness. The purpose of this study is to determine the effect of boarding school learning patterns on the positive discipline of students, as well as how much influence boarding school learning patterns have on the positive discipline of students in senior high school in MAN Darussalam Ciamis. This research uses a quantitative approach with ex post facto method. The population in this study were high school boarding school students in Ciamis. The data collection technique uses an instrument in the form of a questionnaire. Before being used to obtain objective data, first the validity and reliability of the questionnaire was carried out. After the data is collected, then the data is processed and analyzed using the Prerequisite Test (Normality and Linearity), Simple Linear Regression Test, Hypothesis Test (t test and Determination Coefficient Test). The results of this study indicate that the boarding school learning pattern has an influence on a positive and significant effect on the positive discipline variable of students. the tcount value of 3.480 is greater than the t-table value of 1.671 with a significance value of 0.00 &lt; 0.05. While the adjudted R aquare coefficient value shows that the marketing mix has an influence of 13.5% with a calculation of 100%-16.5%, then 86.5% is another factor that affects boarding school learning patterns in high school boarding schools in MAN I Darussalam Ciamis.

Need-satisfaction as a Mediator of Teaching Style and School-Bullying Intentions

Background In response to the escalating incidents of bullying, the Indonesian government initiated the Roots Program. This program emphasizes the establishment of positive discipline through the involvement of teachers employing an authoritative teaching style. Aim This research aimed to analyze the role of teachers in shaping bullying intentions by employing a model based on the framework of the basic psychological needs theory. Objective The objective of this study was to explore the mediating effect of need satisfaction on the relationship between an authoritative teaching style and bullying intentions among high school students. Methods This study employed a correlational quantitative approach, utilizing convenience sampling to gather data from 396 high school and vocational school students. Data collection involved the use of three scales: the modified Bullying Intention Scale, the Indonesian version of TASCQ, and the Indonesian version of the BPNSFS Satisfaction subscale. Data analysis was conducted using PLS-SEM. Results The findings indicated that basic psychological need-satisfaction significantly mediates the relationship between authoritative teaching style and bullying intentions (β = -0.11, p&lt;0.05, 95%CI = -0.17, -0.07). Although the relationship is significant, the effect of an authoritative teaching style on bullying intentions through the mediation of basic psychological need satisfaction remains weak. Discussion Consistent with the basic psychological needs theory framework, this study confirms the critical role of need satisfaction in promoting anti-bullying attitudes. Students who perceive their psychological needs being met through the implementation of an authoritative teaching style by teachers exhibit lower bullying intentions. Conclusion The study concludes that periodic assessments of the basic psychological need-satisfaction of students are essential for the sustainability of anti-bullying programs, thereby enhancing the effectiveness of such initiatives.

학급긍정훈육법을 활용한 초등 교육과정 연계 인성교육 프로그램 개발

Objectives The purpose of this study is to develop a character education program linked to the elementary school curriculum using positive classroom discipline. Methods The research method used to conduct this study was the ADDIE model, a representative ISD model. A design strategy was derived through requirements analysis such as literature analysis, case analysis, and expert interviews, and a draft of the program based on the design strategy was developed. An expert formative evaluation was conducted using FGI. Based on the results of the expert formative evaluation the program was modified and supplemented to produce the final version of the program. The final version of the program was verified for validity in five categories. Results The results of this study are as follows. First, a program design strategy was derived through literature analysis, case analysis, and needs analysis. Second, based on the program design strategy, a draft character edu-cation program using PDC was designed. Third, the final version of the program was derived through expert for-mative evaluation of the draft program. Fourth, as a result of verifying the program with a feasibility test tool, it was overall evaluated positively that the character education program using PDC had explanatory power, usefulness, validity, understanding, and universality. Conclusions As a result of the above research, it is expected that the character education program linked to the elementary curriculum using PDC developed in this study will be a useful program that can be used immediately by teachers in elementary schools. However, since this program consists of content suitable for use in upper grades, it is necessary to develop a program for lower grades of elementary school with easier questions and activities.

Secure base script knowledge and video-feedback intervention to promote positive parenting-sensitive discipline

This preregistered randomized controlled study investigated the effects of Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) on parents' secure base script knowledge (SBSK). Furthermore, we examined whether effects of VIPP-SD on sensitive caregiving and sensitive discipline behavior and parents' attitudes toward these behaviors were moderated by SBSK at baseline. Families (n = 445) with pre- and school-aged children (n = 890) were randomized to receive VIPP-SD or telephone calls. Results showed no effects of VIPP-SD on SBSK. Furthermore, there was no moderation of effects on sensitive caregiving or sensitive discipline behavior by SBSK. VIPP-SD promoted positive attitudes toward sensitive caregiving and sensitive discipline behavior. The latter effect was moderated by SBSK: parents with lower SBSK showed the strongest improvements in positive attitudes toward sensitive discipline behavior. This effect was driven by a subgroup of younger children. These findings highlight the potential importance of tailoring interventions to meet the specific needs of parents with varying levels of SBSK.