Gender Differences in Corporal Punishment, Academic Self-Efficacy and Drop-Out in Secondary School Students

Year 2019, Volume: 6 Issue: 3, 73 - 79, 01.09.2019

Shamım Rafıque Kashif Firaz Ahmed

https://doi.org/10.17220/ijpes.2019.03.008

Abstract

The objective of the present research was to find out gender differences in corporal punishment, academic self-efficacy and drop-out in secondary school students. The research design used for the study was correlation design. By using purposive sampling technique a sample of 250 33% students of 13-18 M= 15.59, SD= 1.62 years was recruited from 741 public secondary schools of Lahore city. The Demographic information sheet, Physical Punishment Questionnaire Malik, 2014 , Academic Self-efficacy Scale Gafoor & Ashraf, 2006 and school record for drop-out was used for the assessment of the participants. The data were collected from different public secondary school students and were analyzed by using descriptive and inferential statistics Pearson Product Moment Correlation and Independent sample t-test through IBM SPSS. The findings of the study revealed that corporal punishment showed a positive relationship with drop-out. Boys were found to expose more to corporal punishment and had higher drop-out than the girls. Moreover, girls were higher in academic self-efficacy than the boys. The outcomes of the study are beneficial for the clinical and counseling psychologists and teachers as well as for the parents to comprehend the problems of the students and to resolve their issues.

Keywords

Corporal Punishment, Academic Self-Efficacy, Gender Differences, Drop-Out, Secondary School Student

References

• Affuso, G., Bacchini, D., & Miranda, M. C. (2017). The contribution of school‐related parental monitoring, self‐determination, and self‐efficacy to academic achievement. The Journal of Educational Research, 110(5), 565‐574.
• Al Ghanboosi, S., & Alqahtani, A. (2013). Student drop‐out trends at Sultan Qaboos University and Kuwait University: 2000‐2011. College Student Journal, 47(3), 499‐506.
• Alexander, R. (2008). Education for all, the quality ımperative and the problem of pedagogy. Create pathways to access. İnstitute of education: London.
• Archambault, C. (2009). Pain with punishment and the negotiation of childhood: An ethnographic analysis of childrenʹs rights processes in maasailandʹ. Africa Journal. 79, 282‐302.
• Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice‐hall.
• Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, N.J.: Prentice‐Hall.
• Bogacki, D. F., Armstrong, D. J., & Weiss, K. J., (2005). Reducing school violence: the corporal punishment scale and its relationship to authoritarianism and pupil‐control ideology. The Journal of Psychiatry & Law, 33(3), 367‐386.
• Dickhauser, O., & Steinmeier‐Pelster, J. (2002). Gender differences in computer work evidence for the model of achievement‐related choices. Contemporary Educational Psychology, 486‐496. Retrieved from doi:10.1006/ceps.2001.1106
• Dupere, V., Dion, E., Leventhal, T., Archambault, I., Crosnoe, R., & Janosz, M. (2018). High school dropout in proximal context: The triggering role of stressful life events. Child Development, 89(2), 107‐122.
• Gafoor, K. A., & Ashraf, P. M. (2012). Contextual influences on sources of academic self‐efficacy: A validation with secondary school students of Kerala. Asia Pacific Education Review, 13(4), 607‐616.
• Ghafoor, A. K., & Ashraf, P. M. (2006). Academic self‐efficacy scale. Calicut: University of Calicut, Doctoral Thesis.
• Hicks‐Pass, S. (2009). Corporal punishment in America today. Best Practices in Mental Health, 5(2), 71‐88.
• https://ocrdata.ed.gov/
• https://resourcecentre.savethechildren.net/library/ending‐violence‐childhood‐global‐report‐2017
• https://schools.punjab.gov.pk/
• https://www.srcd.org/
• Hunt, F. M. (2008). Dropping out from school: A cross country review of literature. University of Sussex: East Sussex, England.
• Jerusalem, M., & Schwarzer, R. (1979). The general self‐efficacy scale.
• Lewin, K.M. (2008). Strategies for sustainable financing of secondary education in Africa. Africa human development series world bank: Washington.
• Malik, F. (2014). Corporal punishment as mediator between teachers’ rejection, psychological adjustment and academic achievement of studentns. Unpublished dissertation.
• Millet, P. (2000). Historiography of compulsory schooling. History of education: Major Themes, 18(2), 156.
• Paepe, D. L., Zhu, C., & DePryck, K. (2018). Drop‐out, retention, satisfaction and attainment of online learners of dutch in adult education. International Journal on E‐Learning, 17(3), 303‐323.
• Parr, A. (2013). Academic achievement motivation and high school dropout: an integrative model.
• Straus, M. A. (2001). Beating the devil out of them: Corporal punishment in American families and its effects on children. Transaction Publishers. Retrieved from http://books.google.com/books?hl=ar&lr=&id=2pcq3UmQyCYC&oi=fnd&pg=PA3&dq=schools+sad o+Masochism%22corporal+punishment%22&ots=dMjxTesSpL&sig=RGK_Yi2KGHDxPtr2p8gBFKp kQtw#v= onepage&q=&f=false
• Su, X., Xiang, P., McBride, R. E., Liu, J., & Thornton, M. A. (2016). At‐risk boys’ social self‐efficacy and physical activity self‐efficacy in a summer sports camp. Journal of Teaching in Physical Education, 35(2), 159‐168.
• Vally, S., & Ramadiro, B. (2005). Corporal punishment and bullying: the rights of learners. Wits EPU. Retrieved from http://www.erp.org.za/pdf/punish%20booklet_WEB.pdf.
• Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self‐efficacy, stress, and academic success in college.
• Research in Higher Education, 46(6), 677‐706. Retrieved from doi:10.1007/s11162‐004‐4139‐z
• Zimmerman, B. J. (2000). Self‐efficacy: An essential motive to learn. Contemporary Educational Psychology. 25(1), 82–91.