Trying to change her behavior with punishment is like trying to pull off only the top part of the weed. Young people with ACEs have brains that are in a constant state of alarm. Discipline can only be done when both the educator and the student are calm and self-regulated.
In a brain-aligned model of discipline, we must teach the behaviors we want to see, laying the groundwork for prevention systems and strategies. Preventive systems are taught as procedures and routines. They are collaborative and filled with choice. Their purpose is to create a sustainable behavioral change, not just compliance or obedience for a short period of time. I teach students about their neuroanatomy, so they understand what happens in their brains when they become stressed, angry, or anxious.
When we understand this, we feel relieved and empowered. The interpretation that people are intentional organisms, directed by certain objectives and acting rationally in accordance with them, is the fundamental idea of the AGT Nicholls, In achievement contexts, beliefs consistently guide behavior. This theory assumes that the greatest point of interest for individuals in performance contexts such as PE lies in demonstrating competence and ability.
Thus, the motivational climate transmitted by the teacher through the structuring and teaching pathway of PE classes may be a task-oriented motivational climate, where skill judgment is based on the level of task mastery being achieved striving to improve , or an ego-oriented motivational climate, where social comparison between students is promoted, understanding success when they show greater skill than others Wallhead et al.
On the other hand, the SDT has been one of the theoretical models that have contributed the most to a better understanding of the cognitive, emotional, and behavioral patterns related to student progress Ryan and Deci, , especially in PE Van Den Berghe et al. According to this theory, the origin of motivation can be more internal or external for the student more or less self-determined depending on if they are freely engage in their activities Ryan and Deci, Specifically, SDT distinguishes between different dimensions of motivation autonomous, controlled, and amotivation.
Autonomous motivation is the most self-determined one and involves the behavior regulation with the experiences of volition, psychological freedom, and reflective self-endorsement Aelterman et al. Studies developed in secondary school PE students have linked the more self-determined motivation to positive and adaptive outcomes at affective e. The BPN of autonomy is satisfied when the students have the initiative in their behavior and the opportunity to choose; the BPN of competence is linked to the effective interaction with the environment, while the BPN of relatedness is related to positive interactions and group membership.
Complementary to the SDT, the Hierarchical Model of Motivation Vallerand and Ratelle, ; Vallerand, was created in order to improve and relate the constructs of the SDT and originated the integral analysis of motivational and cognitive processes McCarthy, The Hierarchical Model of Motivation explains the determinants of motivation processes and its consequences, becoming the main theory to explain motivation in the PE, sport, and exercise field Clancy et al.
In this way, the motivational climate that the teacher promotes in PE lessons constitutes one of the fundamental elements influencing the satisfaction of BPNs, acting as mediators between social factors and the self-determined type of regulation experienced by students Tessier et al. According to previous research, SDT and AGT could be integrated in order to achieve a better motivational process understanding and its positive consequences Duda, Furthermore, in a PE context, the teacher encourages a motivational climate, characterized by a variety of challenging tasks at the personal level, where cooperation is necessary to achieve a common goal, and where the students can have their own initiative, covering their BPNs.
Previous research on the teaching of PE has been limited by the analysis of antecedents, motivational processes, and consequences in an isolated manner Cid et al. Although the discipline has been a well-studied construct in the general educational context Zimmerman and Kitsantas, , studies in the field of PE are less abundant. Research has pointed out that the perception of a task-oriented classroom environment was positively related to self-determined reasons to maintain disciplined behavior.
The study conducted by Spray and Wang in a group of English students reported that those who had a higher feeling of competence in PE expressed more self-determined reasons for maintaining and adequate behavior during the sessions.
On the other hand, Moreno et al. Academic performance at school, measured as the final score of the student Sternberg, , has been traditionally studied and explained by individual variables, mainly intellectual, but also by personality and contextual factors.
Some authors state that the cognitive variables are the most important for predicting academic achievement and explaining most of the phenomena Poropat, However, other authors support that the study of contextual and personality variables provides a better and more complete explanation of academic performance. Student motivation is shown as a relevant variable because motivation is related to the learning goals that students have, which, in turn, evoke different mental situations in students, resulting in them having a positive or negative attitude toward study.
This determines the effort invested to achieve learning and academic performance. A meta-analysis presented by Taylor et al. They also found that self-determined motivation was associated with higher academic performance. In PE, academic performance and metacognitive skills have been predicted by motivational variables in previous research Chatzipanteli et al.
In a longitudinal study, Barkoukis et al. Finally, several studies demonstrated the association between academic performance and disciplined behaviors in a high school context Zimmerman and Kitsantas, ; Noltemeyer et al. At this point, and given the relevance of motivational variables to regulate behavioral and cognitive outcomes of students in PE, the aim of this study was to determine a predictive model of disciplined behaviors and academic performance overall and specific in PE secondary school.
We hypothesized that 1 task-oriented climate will predict autonomous motivation through the BPNs Cox and Williams, and that 2 autonomous motivation will predict disciplined behaviors Spray and Wang, and 3 academic performance Cid et al.
A cross-sectional study design with on-probability-based sampling was used. In order to represent the different characteristics of the population, 42 classes clusters were randomly selected. Each cluster consisted of a group of approximately 21 students. The Spanish version Moreno-Murcia et al. Autonomous motivation was calculated through intrinsic regulation e.
All the instruments were anchored on a Likert scale ranging from 1 strongly disagree to 5 strongly agree. PE academic performance and Overall academic performace were measured through a single item that reported the qualifications in the previous evaluation in PE and the rest of the subjects, respectively.
The research was fully approved by the Ethics Committee of the local University following the guidelines of the Helsinki Declaration. In order to carry out the research, PE teachers and directors of the secondary schools were contacted. All students and their parents or legal tutors were informed about the study, which was anonymous.
Subsequently, they signed a consent form to voluntarily participate in the study. Data collection occurred directly in the PE classes. An investigator provided questionnaires to the participants and informed them about how to fill them in, solving the questions that might appear during the process, ensuring an adequate concentration climate and avoiding the presence of the PE teacher.
The estimated time to complete the instruments was 15 min. The structural equation model SEM proposed was analyzed with the aim of testing the association between the study variables.
The indicators of the latent variables in the SEM were the items of the different scales. To estimate the value of the parameters and the adjustment indexes in both CFA and SEM, robust maximum likelihood MLR estimation method was employed due to the Likert nature of the items. The P -value was established at level 0. Results revealed a positive and significant relationship between task-oriented climate, the three BPNs, autonomous motivation, and disciplined behavior.
Academic performance in PE was significantly positively associated with task-oriented climate, the three BPNs, and discipline, while overall academic performance was significantly positively associated with relatedness and PE academic performance.
A complete structural regression model was presented to test the study hypothesis, including antecedents task climate , predicting BPNs which in turn will predict motivational process , and, thereafter, the consequences discipline, PE academic performance, and overall academic performance.
Figure 1. Structural equation model with standardized weights, variances and significance. The aim of this study was to determine a predictive model of disciplined behaviors and academic performance in PE secondary school, integrating AGT and SDT constructs.
A SEM was tested in order to determine the hypothesis of the study. The first hypothesis, stating that task climate will predict autonomous motivation through the basic psychological needs , was confirmed by the results. The task-oriented climate predicted BPNs, which, in turn, predicted autonomous motivation. Our findings are consistent with previous research integrating AGT and SDT frameworks, evidencing the relationship between motivational climate and student motivation Braithwaite et al.
As an example, Standage et al. In the same line, Baena-Extremera et al. In a recent study, Cecchini et al. Basic psychological needs are considered to modulate the effects of socio-contextual factors e. In a previous study involving high school students, Moreno et al. In the same line, the work developed by Kirby et al. Similarly, Bechter et al. Following the same line, Gil-Arias et al. They found that student-centered learning context improves the BPNs as in the present study, where the task-oriented climate improved the BPNs satisfaction of autonomy, competence, and relatedness.
However, despite the fact that many studies highlighted the role of classroom climates in catalyzing a higher student autonomous motivation and the modulating effect of BPNs on student autonomous motivation Braithwaite et al. An intervention program based on task-oriented climate was applied by Sevil et al. Boeing agrees deal with families of Ethiopia crash victims. China and US announce deal to boost cooperation on climate change. Fear of missing out? Subscribe now to. Rwanda joins global pledge to end sale of polluting vehicles by 9m.
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It assumes that, punishment have corrective effects to learning Tarimo, Likewise, the theory assumes that, there will be a suppression of a bad behavior following the administration of punishment, as punished person will not pretend to repeat misbehaving. On the contrary, retribution theory is the theory which is based on the law of retaliation that is vengeance Ibid.
It is a desire to see other persons suffer or being punished for their wrong action. According to this theory, if corporal punishment results into injury or death, the situation will reinforce rebellion, resistance, revenge and resentment to the victims Cicognani, The retribution theory insists that, severe punishment may cause negative relationships between a student and the teacher as the student could try to find different ways to retaliate an eye for an eye or tooth for tooth concept for an action which has been punished.
The deterrence theory of punishment is based on the assumption that, if other people see or hear severe punishment given to offenders, they will refrain from doing that offence in future.
It also assumes that, punishing a student violently in front of others will be the lesson to other students. Gershoff adds two theories which explain punishment; the attribution and social control theory. Different people like teachers, parents and other educators have different views regarding to the punishment. There are those who support and those who oppose the use of punishment particularly corporal punishment.
Those who support the use of punishment believe that if children are not punished, they will develop into unmanageable and uncontrollable citizens. In the large classrooms for example, punishment is seen by teachers as proper way to deal with discipline when they find it difficulty in maintaining silence and instructions Gershoff, In this context, teachers have the belief that, without the use physical punishment students will not keep silence and concentrate on learning.
Furthermore, some parents feel that they, themselves receive punishment and therefore schools should continue with this style of disciplining Cicognani, To some countries like Australia, teachers are unhappy about the ban of corporal punishment and fear that it will result in students becoming more aggressive ibid.
People who oppose the use of corporal punishment view the harmful effects of punishment physical punishment as not only lasting in childhood, but often well into adult hood. They generally believe that, punishment makes children worthless, scared and ashamed, increase child aggression, increase antisocial behavior, lower intellectual achievements and it can lead into mental health problems Gazzaniga, ; Bootzin et al. Therefore, those people advocate and support the campaign towards the abolition of corporal punishment.
Some countries persuade their parliamentians to adopt the legal and support measures needed to abolish all corporal punishment. Physical punishment of children in school is now banned in nations more than half of the countries of the world Global Initiatives to End all corporal punishment of children, Most psychologists believe that punishment, especially corporal punishment is a poor way to eliminate unwanted behavior in most situations.
However, there are times when punishment may be necessary to manage the behavior of a child or even another adult. When punishment must be used, these guidelines should be kept in mind:. One among the important tips is that, without being abusive, a punisher should make sure that the punishment is immediately and noticeable enough to eliminate the undesirable response Cicognani, It is important for the teacher or parent to administer punishment directly after the student committed the mistake, not late hours.
This should be done so in order to maintain clear relationship between the unwanted behavior and punishment. However, Coon argues that, applying punishment during or immediately after misbehavior is not always possible.
But with older children and adults, a punisher can bridge the delay by clearly stating what action you are punishing. In fact, the effectiveness of punishment depends greatly on timing.
In order to ensure its effectiveness, punishment should be accompanied with an explanation for why the child is punished and how that can be avoided for the future or what kind of behavior would be appropriate. The teacher or the parent should give this information before but no after delivering the punishment.
It also enables the child correctly connect an action with the punishment. However, Westen insists that, punishment tends to be most effective when it is accompanied by reasoning and when the person being punished is also reinforced for alternative, acceptable behavior. On the other hand, punishment should not involve physical abuse. Obvious, physical punishment can become abusive when given in anger as children tend to imitate what they see; hence they may become very aggressive Cicignani, Corporal punishment in this context should be used as a last resort.
Taking away privileges or positive reinforcers is usually the best for children than corporal punishment. Likewise, frequent use of punishment by the teacher or parent may prevent the child from learning what behavior is being punished, under what circumstances and how to avoid it Lefton, ; Westen, Also to make it effective and meaningful, punishment should be followed with positive reinforcement for appropriate behavior to be controlled and maintained Martin et al, If punishment is not followed by reinforcement for subsequent behavior that is more appropriate, little will be accomplished Feldman, In short, reinforcing desirable behavior is more appropriate technique for modifying behavior than using punishment.
It is very important to recognize that positive and negative reinforcement are crucial aspects in altering behavior after delivering punishment. Punishment, particularly the corporal punishment is an area of concern for schools and school officials because it has been found to have negative impact in academic performance Cicognani, Despite this fact, punishment is also recognized to have some positive impacts.
Children learn simply to please the teacher and not to acquire skills and knowledge for their own development. Students who are physically and emotionally abused develop anxiety that causes loss of concentration and poor learning ibid. Guthrow argues that, if school becomes an anxiety-producing environment for a student, it is likely that academic performance will be negatively impacted. Likewise, a student receiving the punishment associates the fear not only with undesirable behavior, but also with the person who administer it or with the situation in which it occurs.
The teacher who enforces corporal punishment enables the student to loose interests to the subject and come to have negative feelings against the teacher as well as the classes that the teacher handles; hence the student ends up getting low grades Coon, The study carried by kuleana with regard to corporal punishment realized that, teachers who walk into the class holding a stick make the children fearful and tremble URT, This situation makes students not to pay attention in learning.
Because of fear, sometimes students may not effectively participate in giving contributions, ideas, experiences and opinions about what they know in regard to the lesson. In some cases, the student may even stop attending school in an effort to avoid the teacher.
Studies show that corporal punishment is a direct and significant reason for children dropping out of school. Many children who have been subjected to hitting, paddling or other disciplinary practices have reported to frequently withdraw from school activities and disengage in academic.
Teachers in schools maintain that, the number of student drop out in Tanzania is now minimal since the introduction of the law to reduce the number of strokes administered to students URT, Before the initiation of the law, the number of drop out due to truancy was very high which is probably attributed by punishment as indicated in the table below.
The table is inclined to only ten selected regions of Tanzania. The statistical data shows that the main cause for drop out in primary schools in Tanzania from to is truancy Studies, however, indicates that the drop out rates was highest in grades IV to V being 7.
On the contrary, although drop out rate in secondary schools from to is slightly constant, truancy is the leading cause of the drop out.
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