TY - JOUR
T1 - Student perceptions of permissiveness and teacher‐instigated disciplinary strategies
AU - King, Neville J.
AU - Gullone, Eleonora
AU - Dadds, Mark R.
PY - 1990
Y1 - 1990
N2 - Summary. Using a self‐report questionnaire, we examined the perceptions of 616 primary and secondary school students of permissiveness and disciplinary strategies. Acceptability ratings formed the dependent variable. The most acceptable strategy was individual student‐teacher discussion, followed by exclusionary time out, then physical punishment, and least acceptable was permissiveness. Also examined was the influence of the misbehaviour situation and evaluator characteristics (age and gender). Several methodological limitations are discussed including the range of disciplinary strategies that were assessed, and focus on an individual rather than group of students. 1990 The British Psychological Society
AB - Summary. Using a self‐report questionnaire, we examined the perceptions of 616 primary and secondary school students of permissiveness and disciplinary strategies. Acceptability ratings formed the dependent variable. The most acceptable strategy was individual student‐teacher discussion, followed by exclusionary time out, then physical punishment, and least acceptable was permissiveness. Also examined was the influence of the misbehaviour situation and evaluator characteristics (age and gender). Several methodological limitations are discussed including the range of disciplinary strategies that were assessed, and focus on an individual rather than group of students. 1990 The British Psychological Society
UR - http://www.scopus.com/inward/record.url?scp=84981976294&partnerID=8YFLogxK
U2 - 10.1111/j.2044-8279.1990.tb00948.x
DO - 10.1111/j.2044-8279.1990.tb00948.x
M3 - Article
AN - SCOPUS:84981976294
SN - 0007-0998
VL - 60
SP - 322
EP - 329
JO - British Journal of Educational Psychology
JF - British Journal of Educational Psychology
IS - 3
ER -