Chinese Adolescents’ Conceptions of Teacher Authority and Their Relations to Rule Violations in School
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Date
2018
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Wydawnictwo Naukowe Instytutu Filozofii UAM
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Abstract
Based on the Social Cognitive Domain Theory, the paper explored the
adolescents’ conceptions of teacher authority in different domains and their
relations to rule violations in school. The main results are: 1) Adolescents viewed
moral, conventional, and prudential issues as legitimately subject to teachers’
authority and personal issues as under personal jurisdiction, but they were
equivocal about contextually conventional issues. 2) Seventh graders judged
all acts as more legitimately subject to teachers’ authority, all rule violations as
more negative than did older students. 3) Compared with adolescents from big
cities, adolescents from rural area viewed moral, conventional, contextually
conventional, and personal issues as more legitimately subject to teacher
authority, and endorsed less personal jurisdiction over those issues; but there
were no significant differences in moral domain. 4) Male subjects reported more
violations in conventional and prudential domain. 5）Adolescents’ older age, less
endorsement of legitimacy of teacher authority, and greater dislike for school
predicted more teacher- and self-reported misconducts. Implications for moral
education from these results were also discussed.
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Sponsor
"This article is granted by School of English and Education, Guangdong University of Foreign Studies."
Keywords
Adolescents, Social Cognitive Domain Theory, conceptions of teacher authority, rule violations in school
Citation
Ethics in Progress, Volume 9 (2018), Issue 1, pp. 99-117.
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ISBN
ISSN
2084-9257