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| The Effect of Academic Performance on Blame Attribution for Disciplinary Violations of Middle School Students: The Role of Classroom Disciplinary Norms |
| AI Dan-feng ZHOU Wen-ying XU Zi-kai LI Le-han SUN Xin-yan YIN Jun |
| Center of Croup Behavior and Social Psychological Service, Department of Psychology, Ningbo University, Ningbo 315211, China |
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Abstract Given the prevalence of school disciplinary violations among teenagers, it is essential to examine how blame attribution should be assigned for such incidents. The study investigated the impact of academic performance of rule violators on blame attribution among middle school students , and examined the moderating effect of classroom discipline norms on this relationship. The findings indicate that the academic performance of the violators has an impact on the blame attribution for their disciplinary violations. Middle school students attributed more blame to the disciplinary violations of the students with poor academic performance than those with excellent academic performance. Furthermore, strong classroom disciplinary norms can mitigate the aforementioned influence. The result suggests that the attention should be paid to the bias of blame attribution caused by the “identity” from academic performance.
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Published: 10 July 2023
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| Cite this article: |
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AI Dan-feng,ZHOU Wen-ying,XU Zi-kai, et al. The Effect of Academic Performance on Blame Attribution for Disciplinary Violations of Middle School Students: The Role of Classroom Disciplinary Norms[J]. 应用心理学, 2024, 30(3): 260-268.
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| URL: |
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http://www.appliedpsy.cn/EN/Y2024/V30/I3/260 |
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