Discipline is a fundamental concept in psychology that refers to a system of rules, rewards, and punishments used to control or modify behavior (Hoffman & Sroufe, 2005). It is a tool used to help children learn self-control and become self-disciplined individuals. According to the American Psychological Association (APA), discipline can be divided into two primary types: positive and negative (APA, 2020). Positive discipline involves teaching children appropriate behavior through encouragement, positive reinforcement, and modeling. Negative discipline, on the other hand, involves the use of punishment to discourage undesired behavior.
Research has found that the use of positive discipline is more effective in helping children learn self-control than the use of negative discipline (Alderson & Roberts, 2004; Gershoff, 2002). Studies have shown that positive discipline is associated with higher levels of self-control and better academic performance (Gershoff, 2002). Additionally, positive discipline has also been linked to increased prosocial behavior in children (Herrera et al., 2005).
Negative discipline, while it may be effective in the short-term, is associated with a variety of negative outcomes. Studies have found that the use of negative discipline is associated with increased levels of aggression and antisocial behavior in children (Alderson & Roberts, 2004; Gershoff, 2002). Additionally, negative discipline has been linked to lower levels of self-esteem and academic performance (Gershoff, 2002).
In conclusion, discipline is a fundamental concept in psychology and is an important tool for helping children learn self-control and become self-disciplined individuals. Research has found that the use of positive discipline is more effective than the use of negative discipline in helping children learn self-control. Positive discipline is associated with increased levels of self-control and better academic performance, as well as increased prosocial behavior. In contrast, negative discipline is associated with increased levels of aggression and antisocial behavior, as well as lower levels of self-esteem and academic performance.
References
Alderson, R., & Roberts, G. (2004). Evaluation of a school-based program for children aged 5-12 years: Impact on parental discipline practices. Child and Family Behavior Therapy, 26(2), 29-51.
Gershoff, E. T. (2002). Corporal punishment by parents and associated child behaviors and experiences: A meta-analysis and theoretical review. Psychological Bulletin, 128(4), 539-579.
Hoffman, L. W., & Sroufe, L. A. (2005). Discipline as a foundation for character. In M. Bornstein & J. E. Lansford (Eds.), Handbook of Parenting: Vol. 4. Social Conditions and Applied Parenting (2nd ed., pp. 469-489). Mahwah, NJ: Lawrence Erlbaum Associates.
Herrera, C., Castro, F., & Nápoles, A. (2005). Effects of discipline practices on the social and academic success of Latino children. Journal of Educational Research, 99(2), 97-107.
American Psychological Association. (2020). APA dictionary of psychology. Washington, DC: American Psychological Association.