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Description
Inductive discipline (emphasizing perspective taking and the child’s responsibility for harm, Hoffman, 2000) promotes prosocial behavior in children, but factors that affect how children react to such discipline need further exploration (Krevans & Gibbs, 1996). Research shows that positive relationships with parents improve the effectiveness of parental discipline (Patrick & Gibbs (2016)). However, further research is needed in regards to teacher-student relationships and teacher discipline. This study examined how students’ relationships with parents and teachers affect their perceptions of parent- and teacher-performed inductive discipline. Adolescents answered questions about a hypothetical scenario where they aggress against a peer and a parent or teacher acknowledges the aggression with an inductive statement. Answers measured student perceptions of the effectiveness and acceptability of the statement and post-statement levels of guilt and empathy for the victim. Structural path models examined links between relationship quality with parents and teachers and perceptions of parent and teacher discipline (e.g. effectiveness). Peer aggression and victimization were controlled as they are associated with parental discipline and perceptions of its legitimacy (Darling et al., 2008; Kokkinos & Panayiotou, 2007) and guilt and empathy (Antoniadou et al., 2019; Olthof, 2012). Results show that better adolescent-teacher relationships are associated with more positive adolescent reactions to both teacher and parent inductive discipline whereas parent-adolescent relationship quality less often predicted adolescent reactions, especially for teacher discipline. These results support that relationship quality with teachers is more important in disciplining in school settings and can help to better predict when inductive discipline will be more effective.
Poster
Relationship Qualities and Discipline for Peer Aggression
Inductive discipline (emphasizing perspective taking and the child’s responsibility for harm, Hoffman, 2000) promotes prosocial behavior in children, but factors that affect how children react to such discipline need further exploration (Krevans & Gibbs, 1996). Research shows that positive relationships with parents improve the effectiveness of parental discipline (Patrick & Gibbs (2016)). However, further research is needed in regards to teacher-student relationships and teacher discipline. This study examined how students’ relationships with parents and teachers affect their perceptions of parent- and teacher-performed inductive discipline. Adolescents answered questions about a hypothetical scenario where they aggress against a peer and a parent or teacher acknowledges the aggression with an inductive statement. Answers measured student perceptions of the effectiveness and acceptability of the statement and post-statement levels of guilt and empathy for the victim. Structural path models examined links between relationship quality with parents and teachers and perceptions of parent and teacher discipline (e.g. effectiveness). Peer aggression and victimization were controlled as they are associated with parental discipline and perceptions of its legitimacy (Darling et al., 2008; Kokkinos & Panayiotou, 2007) and guilt and empathy (Antoniadou et al., 2019; Olthof, 2012). Results show that better adolescent-teacher relationships are associated with more positive adolescent reactions to both teacher and parent inductive discipline whereas parent-adolescent relationship quality less often predicted adolescent reactions, especially for teacher discipline. These results support that relationship quality with teachers is more important in disciplining in school settings and can help to better predict when inductive discipline will be more effective.
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Faculty Advisor: Dr. Wendy Rote