Trust and Discipline: Adolescents’ Institutional and Teacher Trust Predict Classroom Behavioral Engagement following Teacher Discipline

Jamie Amemiya; Adam Fine; Ming Te Wang

doi:10.1111/cdev.13233

Trust and Discipline: Adolescents’ Institutional and Teacher Trust Predict Classroom Behavioral Engagement following Teacher Discipline

Jamie Amemiya, Adam Fine, Ming Te Wang

Research output: Contribution to journal › Article › peer-review

20 Scopus citations

Abstract

This daily diary study examined how adolescents’ institutional and teacher-specific trust predicted classroom behavioral engagement the day after being disciplined by that teacher. Within mathematics classrooms, adolescents (N = 190; M_age = 14 years) reported institutional and teacher-specific trust and then completed a 15-day diary assessing teacher discipline and behavioral engagement. The results indicated that, among adolescents with low teacher trust, discipline was unrelated to next-day behavior. Contrastingly, adolescents with high teacher but low institutional trust became less engaged following discipline, whereas those with high teacher and institutional trust became more engaged. These findings suggest that adolescents interpret discipline within the social context of trust, and adolescents’ trust in the institution and teacher are important for discipline to improve behavior.

Original language	English (US)
Pages (from-to)	661-678
Number of pages	18
Journal	Child development
Volume	91
Issue number	2
DOIs	https://doi.org/10.1111/cdev.13233
State	Published - Mar 1 2020

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Education
Developmental and Educational Psychology

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10.1111/cdev.13233

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title = "Trust and Discipline: Adolescents{\textquoteright} Institutional and Teacher Trust Predict Classroom Behavioral Engagement following Teacher Discipline",

abstract = "This daily diary study examined how adolescents{\textquoteright} institutional and teacher-specific trust predicted classroom behavioral engagement the day after being disciplined by that teacher. Within mathematics classrooms, adolescents (N = 190; Mage = 14 years) reported institutional and teacher-specific trust and then completed a 15-day diary assessing teacher discipline and behavioral engagement. The results indicated that, among adolescents with low teacher trust, discipline was unrelated to next-day behavior. Contrastingly, adolescents with high teacher but low institutional trust became less engaged following discipline, whereas those with high teacher and institutional trust became more engaged. These findings suggest that adolescents interpret discipline within the social context of trust, and adolescents{\textquoteright} trust in the institution and teacher are important for discipline to improve behavior.",

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Trust and Discipline: Adolescents’ Institutional and Teacher Trust Predict Classroom Behavioral Engagement following Teacher Discipline

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