Indiscipline and the sense of justice in high school teenagers.

Abstract

The aim was to analyze the sense of retributive justice, particularly, among the undisciplined and disciplined students, and to observe which type of reaction prevails: expiatory or reciprocity. The teachers and students were asked about their conceptions of discipline and indiscipline. They were also asked to attribute a value judgment. Results showed that the teachers based themselves on several categories to define discipline and indiscipline, and the main were behavior, learning and motivation. As for the students, the preference for the categories differed. In attributing a judgment value, the great majority of 92,59% considers indiscipline not good. Regarding the prevailing type of reaction, expiatory or reciprocity, students consider more severe and fair the reciprocity sanction and they would rather punishment to be in such way. It was also high, though, the number of students who preferred the expiatory sanctions.