International Journal of
Information and Education Technology

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.