The study aims to explore the stakeholders’ perspectives on punitive disciplinary forms and positive behavioral adjustment measures for adolescent rebellions of secondary school students. The mixed-method research involves the participation of 351 people, including 93 teachers, 72 parents and 186 students from secondary schools in Vietnam. Questionnaires, and interviews are the primary research instruments for data collection. The results indicate that the application of positive measures is more supported by students and tends to change behavior more positively. Student learning motivation is enhanced with different behavioral adjustment measures. Although there are differences in assessment, students, teachers and parents all highly appreciate the effectiveness of this method. Additionally, barriers to implementing measures to prevent “rebellious” behavior of students were found to include: Cultural barriers; low awareness of students; achievement pressure from families and schools; the downside of the technology explosion. Some recommendations were also proposed for students, families, schools and society to overcome the challenges of adolescent rebellion.
AppelbaumS. H.IaconiG. D.MatousekA. (2007). Positive and negative deviant workplace behaviors: Causes, impacts, and solutions. Corporate Governance: International Journal of Business in Society, 7(5), 586–598. https://doi.org/10.1108/14720700710827176
2.
AsiyaiR. I. (2019). Deviant behaviour in secondary school and its impact on students’ learning. Journal of Educational and Social Research, 9(3), 170–177. https://doi.org/10.2478/jesr-2019-0034
3.
BallS.MaguireM.BraunA. (2012). How schools Do policy: Policy enactments in secondary schools. Taylor & Francis.
4.
BanduraA. (1977). Social learning theory. Prentice-Hall.
BarmbyP. (2006). Improving teacher recruitment and retention: The importance of workload and pupil behaviour. Educational Research, 48(3), 247–265. https://doi.org/10.1080/00131880600732314
7.
BarsadeS. G. (2002). The ripple effect: Emotional contagion and its influence on group behavior. Administrative Science Quarterly, 47(4), 644–675. https://doi.org/10.2307/3094912
8.
BearG. G. (2010). School discipline and self-discipline: A practical guide to promoting prosocial student behavior. Guilford Press.
9.
BradshawC. P.KothC. W.ThorntonL. A.LeafP. J. (2010). Altering school climate through school-wide positive behavioral interventions and supports. Journal of School Psychology, 48(2), 133–149. https://doi.org/10.1007/s11121-008-0114-9
BurdenP. R. (2016). Classroom management: Creating a successful K–12 learning community (7th ed.). Wiley.
12.
CaeiroC. C.BurrowsA. M.WallerB. M. (2017). Development and application of CatFACS: Are human cat adopters influenced by cat facial expressions?Applied Animal Behaviour Science, 189, 66–78. https://doi.org/10.1016/j.applanim.2017.01.005
13.
CapraraG. V.BarbaranelliC.PastorelliC.BanduraA.ZimbardoP. G. (2000). Prosocial foundations of children's academic achievement. Psychological Science, 11(4), 302–306. https://doi.org/10.1111/1467-9280.00260
14.
ChikwatureW.OyedeleV.GanyaniI. (2016). Effects of deviant behavior on academic performance in mutare urban primary schools in mutare district. European Journal of Psychological Research, 3(1), 35–45.
15.
DemirdağS. (2015). Classroom management and students’ self-esteem: Creating positive classrooms. Educational Research and Reviews, 10(2), 191–197. https://doi.org/10.5897/ERR2014.2000
16.
DonnellyJ. (2000). Realism and international relations. Cambridge University Press.
17.
DurlakJ. A.DymnickiA. B.TaylorR. D.SchellingerK. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
18.
DurrantJ. (2011). Positive discipline: What it is and how to Do it (2nd ed.). Save the Children Sweden.
19.
DurrantJ. E. (2013). Positive discipline in everyday parenting. Children.
20.
EgwunyengaE. J. (2000). Essentials of school administration. Justice-Jeco Publishers.
21.
FarmerE. M. Z.BurnsB. J.PhillipsS. D.AngoldA.CostelloE. J. (2003). Pathways into and through mental health services for children and adolescents. Psychiatric Services, 54(1), 60–66. https://doi.org/10.1176/appi.ps.54.1.60
22.
FieldA. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage.
23.
GregoryA.FergusE. (2017). Social and emotional learning and equity in school discipline. The Future of Children, 27(1), 117–136. https://doi.org/10.1353/foc.2017.0006
24.
GregoryA.SkibaR. J.MedirattaK. (2017). Eliminating disparities in school discipline: A framework for intervention. Review of Research in Education, 41(1), 253–278. https://doi.org/10.3102/0091732x17690499
25.
HairJ. F. (2017). Multivariate data analysis (8th ed.). Pearson Education.
26.
HairJ. F.HollingsworthC. L.RandolphA. B.ChongA.Y.-L. (2017). An updated and expanded assessment of PLS-SEM in information systems research. Industrial Management & Data Systems, 117(3), 442–458. https://doi.org/10.1108/imds-04-2016-0130
27.
IkediashiN. N.AkandeJ. A. (2015). Anti-social behaviours among Nigerian adolescents. Journal of Research & Method in Education (IOSR- JRME), 5(4), 31–36. DOI:10.9790/7388-05413136
28.
JayaramB.CaeiroD. (2017). Teachers’ perception about students indulging in deviant behaviour. International Journal of Indian Psychology, 4(2), 130. https://doi.org/10.25215/0402.130
29.
JenningsP. A.GreenbergM. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
KhanhN. T. (2014). Teachers’ disciplinary practices and their psychological impact on secondary school students’ behaviour (Master’s Thesis). Vietnam National University of Education.
32.
KhanhN. T. (2021). Perceptions of punitive and positive discipline strategies among secondary school teachers and adolescents (Doctoral Dissertation). Vietnam National University.
33.
KokkinosC. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(Pt 1), 229–243. https://doi.org/10.1348/000709905X90344
34.
LutharS. S.BeckerB. E. (2002). Privileged but pressured? A study of affluent youth. Child Development, 73(5), 1593–1610. https://doi.org/10.1111/1467-8624.00492
35.
MoffittT. E. (2003) Life-course-persistent and adolescence-limited antisocial behavior: A 10-year research review and a research agenda. In LaheyB. B.MoffittT. E. (Eds.), Causes of conduct disorder and juvenile delinquency. The Guilford Press.
36.
MorrisM.SchindehutteM.AllenJ. (2005). The entrepreneur’s business model: Toward a unified perspective. Journal of Business Research, 58(6), 726–735. https://doi.org/10.1016/j.jbusres.2003.11.001
NelsenR. B. (2007). An introduction to copulas. Springer Science and Business Media.
39.
NguyenH. T.NguyenC. T. H. (2020). Determining the system of cultural values that need to be formed in high school students in the new period. European heart journal. Case reports, 4(12), 1–7. https://doi.org/10.1093/ehjcr/ytaa325
40.
NguyenT. T.LeH. A.TranM. H. (2019). Moral education in Vietnamese secondary schools: Challenges and reforms. Asian Education Studies, 5(2), 45–57.
41.
NunnallyJ. C.BernsteinI. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
42.
OdgersC. L.JensenM. R. (2020). Annual research review: Adolescent mental health in the digital age—Facts, fears, and future directions. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 61(3), 336–348. https://doi.org/10.1111/jcpp.13190
43.
OrmrodJ. E. (2016). Educational psychology: Developing learners (8th ed.). Pearson.
OstrovJ. M.GodleskiS. A. (2010). Toward an integrated gender-linked model of aggression subtypes in early and middle childhood. Psychological Review, 117(1), 233–242. https://doi.org/10.1037/a0018070
PowellS.TodJ. (2004). A systematic review of how theories explain learning behaviour in school contexts. EPPI-Centre, Institute of Education, University of London.
48.
ReinkeW. M.HermanK. C.StormontM. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50. https://doi.org/10.1177/1098300712459079
ShedlerJ.BlockJ. (1990). Treatment of adolescents with substance use disorders, adolescent drug use and psychological health. American Psychologist, 45(5), 612–630. https://doi.org/10.1037/0003-066X.45.5.612
51.
ShoshaniA.SteinmetzS. (2014). Positive psychology at school: A school-based intervention to promote adolescents’ mental health and well-being. Journal of Happiness Studies, 15(6), 1289–1311. https://doi.org/10.1007/s10902-013-9476-1
52.
SkibaR. J.ArredondoM. I.WilliamsN. T. (2014). More than a metaphor: The contribution of exclusionary discipline to a school-to-prison pipeline. Equity & Excellence in Education, 47(4), 546–564. https://doi.org/10.1080/10665684.2014.958965
53.
SteinbergL. (2014). Age of opportunity: Lessons from the new science of adolescence. Houghton Mifflin Harcourt.
54.
SugaiG.HornerR. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1–2), 23–50. https://doi.org/10.1300/j019v24n01_03
55.
TashakkoriA.TeddlieC. (Eds.), (2010). SAGE handbook of mixed methods in social & behavioral research (2nd ed.). Sage.
56.
ThuanP. V. (2020). Behavioural adjustment measures and adolescent rebellion in Vietnamese secondary schools (Master’s Thesis). Ho Chi Minh City University of Education, Ho Chi Minh City.
57.
ToL. H. (2016). School discipline strategies and students’ behavioural outcomes in lower secondary education (Master’s Thesis). University of Social Sciences and Humanities, Vietnam National University.
58.
TwengeJ. M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less Happy—and completely unprepared for adulthood (and what that means for the rest of us). Atria Books.
59.
WatersL. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75–90. https://doi.org/10.1375/aedp.28.2.75
60.
Webster-StrattonC. (2005). The incredible years: A training series for the prevention and treatment of conduct problems in young children. In HibbsE. D.JensenP. S. (Eds.), Psychosocial treatments for child and adolescent disorders (2nd ed., pp. 507–555). American Psychological Association.
