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首页> 外文期刊>Journal of Education and Practice >Influence of Students’ Attitude towards Mental Harassment Ban on Student Discipline in Public Secondary Schools in Kenya: A Case Study of Ugenya, Gem and Siaya Sub-Counties
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Influence of Students’ Attitude towards Mental Harassment Ban on Student Discipline in Public Secondary Schools in Kenya: A Case Study of Ugenya, Gem and Siaya Sub-Counties

机译：肯尼亚公立中学学生对禁止心理骚扰的态度对学生纪律的影响：以乌根亚，宝石和锡亚亚县为例

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The Kenya government prohibited Mental Harassment in schools as stipulated in the Basic Education Act 2013. This was as a result of the recommendations of the Wangai Report which revealed that Physical Punishment and Mental Harassment were major causes of indiscipline among students. In spite of the ban the level of discipline in schools is still a major problem in Ugenya, Gem and Siaya sub-Counties, where cases of indiscipline for the years 2013 – 2016 were 83 (49%) higher than those experienced in Siaya County, 123 (47%) for the same period. Teachers still use Mental Harassment to manage student discipline in schools especially in Gem, Ugenya, and Siaya sub-counties despite the ban. Mental Harassment as a strategy of student discipline management involves reprimanding, sarcasm, name calling, shouting, insults and verbal warning. The concept discipline refers to educating someone to acquire desired behaviour. Research studies have found a relationship between attitude and behaviour (discipline). Therefore this study investigated the relationship between students’ attitude to Mental Harassment ban and the level of student discipline in secondary schools. The study established that students’ attitude to Mental Harassment ban accounted for 79.3% variation in student discipline. The study concluded that there was a strong positive relationship between students’ attitude to Mental Harassment ban and the level of student discipline in secondary schools.
机译：肯尼亚政府根据2013年《基本教育法》的规定，禁止在学校内进行心理骚扰。这是根据《旺盖报告》的建议而得出的。该报告显示，体罚和精神骚扰是造成学生纪律不纪的主要原因。尽管被禁止，学校的纪律水平仍然是乌根亚，宝石和锡耶亚县的一个主要问题，2013-2016年，那里的违纪案​​件比锡耶耶县经历的案件高出83（49％），同期为123（47％）。尽管有禁令，但教师仍然使用心理骚扰来管理学校中的学生纪律，特别是在宝石，乌根亚和西亚亚县。心理骚扰作为学生学科管理的一种策略，包括谴责，嘲讽，呼唤，大喊，侮辱和口头警告。概念学科是指教育某人获得期望的行为。研究发现态度与行为（纪律）之间存在联系。因此，本研究调查了学生对禁止精神骚扰的态度与中学学生的纪律水平之间的关系。研究发现，学生对精神骚扰禁令的态度占学生学科变化的79.3％。研究得出的结论是，学生对禁止精神骚扰的态度与中学学生的纪律水平之间存在密切的正相关关系。

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