Effects of self-determined teaching strategies on discipline in adolescents

Abstract

ABSTRACT

The study aimed to analyze the effects of intervention through a mastery climate on discipline strategies shown by the teacher, dispositional guidelines and reasons for teenage students to be disciplined. We used a sample 165 students (80 boys and 85 girls) aged between 14 and 18 years (M = 14.90, SD = 1.30), divided into an experimental group (85 students, 40 boys and 45 girls) and a control group (80 students, 37 boys and 43 girls). After surgery, the samples t test in the experimental group showed an increased emphasis on intrinsic reasons teachers and students' introjected reasons for discipline in the classroom. Moreover, regression analysis showed that the backward educational emphasis on matters of concern and responsibility and task orientation positively predicted introjected reasons of student discipline. In the control group the teacher's emphasis on reasons for concern and responsibility and discipline introjected reasons students dropped and an increase of the indifference of the teacher to maintain discipline. The results show the effect of discipline strategies managed by the teacher in a climate task to obtain more self-determined reasons of discipline in students.