Abstract—Positive discipline by educators is helpful for the
development of good behavior in primary school students. The
process of positive discipline is affected by the emotional
intelligence of the students themselves. However, as it can
produce changes in students’ relationships with peers, the
quality of peer relationships is also an important factor
determining whether students experience bullying. Thus, the
goal of this study was to analyze the linkages between senior
primary school students’ perception of teachers’ positive
discipline and those of being bullied in the Taiwan region. At
the same time, this study aimed to explore the mediator effects
of peer relationships and students’ emotional intelligence on
these linkages. The subjects of this study were 1,110 senior
primary school students (565 male, 545 female; average age of
11.45 years). The research tools employed included a self-report
scale to assess senior primary school students’ perception of the
levels of teachers’ positive discipline, display of emotional
intelligence, level of peer relationships, and perception of being
bullied. This study propose research conclusions and concrete
recommendations for the improvement of teachers’ positive
discipline, for the development of students’ emotional
intelligence and peer relationships, and for the development of
appropriate education strategies in general.
Index Terms—Emotional intelligence, peer relationships, perception of being bullied, positive discipline.
The authors are with the National Changhua University of Education, Changhua City, Taiwan (e-mail: firstname.lastname@example.org).
Cite: Lung-Fan Wei, Shu-Hsuan Chang, and Chung-Yu Lin, "A Study on the Effect of Students’ Perception of Teachers’ Positive Discipline on Bullying Prevention in Primary Schools in the Taiwan Region," International Journal of Information and Education Technology vol. 8, no. 5, pp. 369-375, 2018.