The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda

Abstract

PurposeThe present study is a systematic review that identifies future research avenues on culture and discipline in secondary schools in a cross-cultural context.Design/methodology/approachThe literature, as published in top management, education and psychology journals, was reviewed around culture and discipline in secondary schools. This systematic literature review (SLR) used several preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and categorised the studies published during the period 2014–2020.FindingsThe author identified six major themes: (1) punishment, (2) restorative practices (RPs), (3) racial disparities, (4) competitiveness, (5) school climate and (6) secondary school student discipline in a cross-cultural context. Further, the author suggested several future research avenues under these emerging themes.Research limitations/implicationsThe scope of this study is limited to culture and discipline in a secondary school context. The findings provide a solid foundation for researchers in the areas of culture and discipline in secondary schools.Originality/valueTo the best of the author's knowledge, this study can be considered as the first SLR conducted using PRISMA guidelines to identify several under-researched areas in the field of culture and discipline in secondary schools in a cross-cultural context. The study provides several future research insights.

Predictors of academic performance among girls in south Indian cities

“…A student with good self-discipline is likely to achieve more. The study outcomes supported previous research (Duckworth and Seligman 2005;Chamorro-Premuzic and Furnham 2008;Jayawardena 2021;Baumann et al 2020), indicating the role of self-discipline in academic results. Students with discipline perform better on all fronts and achieve success in life (Baumann et al 2020).…”

Cultural significance of elderly guidance in shaping learner discipline management: A case of two secondary schools in Nigeria.

“…The findings regarding the significance of cultural practices, such as Teacher-Elderly Guidance, align with existing literature that emphasises the crucial role of cultural practices in shaping discipline management. Studies by Jayawardena (2021) and Espelage et al (2022) similarly highlight the influence of cultural values and traditions on learner discipline, particularly the role of experienced teachers as cultural guardians. These findings underscore the significant role Onaolapo & Makhasane, 2024…”

“…In Nigeria, elders are revered for their wisdom and experience, and their advice is sought in personal matters and educational contexts. Studies by Ezemba et al (2021) and Jayawardena (2021) underscore the profound influence of cultural values on educational practices in Nigeria, highlighting the unique role of elderly teachers in guiding younger learners. This cultural reliance on elderly guidance further extends to learner discipline, where the impartation of discipline often involves the sage counsel of respected teachers, fostering a holistic approach that considers cultural values.…”

Gamification and e-learning for young learners: A systematic literature review, bibliometric analysis, and future research agenda

“…Other studies were found to have been focussed on the use of storyline-based video games in classrooms (Casañ, 2017;Dincelli & Smith, 2020;Oztaysi, Dogan, & Gul, 2019) and on the visualization of folk dances linked to cultural heritages (Kico, Grammalidis, Christidis, & Liarokapis, 2018). Little research was found to have investigated sustainable tourism through gamification techniques and applications (Jayawardena, 2021;Negruşa, Toader, Sofică, Tutunea, & Rus, 2015), climate change communication through online games (Ouariachi, Olvera-Lobo, & Gutiérrez-Pérez, 2017), and gamification for clinical treatments (Richards & Caldwell, 2017).…”