Vol. 1(1), pp.

1-11, June 2013

Available online at http://www.accessinternationaljournals.org/jae
Copyright ©2013 Access International Journals

Full Length Research Paper

Discipline, learning skills and academic achievement

Rachel Pasternak
School of Behavioral Sciences, COMAS, The College of Management Academic Studies Division (COMAS), Rishon
Lezion, Israel. E-mail: paster@colman.ac.il
Accepted 17 May, 2013

This article intends to find correlation between discipline, learning skills and academic achievement.
Findings from a quantitative research conducted among 143 fifth-grade students in Israel and the US
indicated a significant positive correlation between four discipline skills – perseverance, meeting
schedules, goal setting and planning for their achievement as well as completion of unpleasant tasks –
and academic achievement. None statistically significant differences were obtained between boys and
girls, between the classes tested and between Israeli as opposed to US students.

Key words: Academic achievement, discipline skills, academic skills, perseverance, meeting schedules.

INTRODUCTION

Educational, psychological and pedagogical theorists
have diligently attempted to discover the most efficient
ways to improve the academic achievement of students
attending schools in public education systems. Academic
achievement in school has traditionally been
conceptualized in terms of designated levels of
knowledge that provide the foundations for students'
socialization as educated individuals endowed with the
academic, personal, social and professional skills
requisite for participation in society.
Individuals in industrial democracies need to acquire
knowledge, personal and professional skills that enable
them to take an active part in society and the economy
(Gaworek, 1977; Gehring et al., 2005; Huang, 2009;
Sato, 2008; Takayanagi, 2007; Walford, 1983). The
common feature to the educational ideals is a perception
of the education system as a tool for meeting society's
needs. Academic achievement therefore represents the
indispensable starting point for a person's effective
integration into society as well as for the construction of a
society capable of significant achievements in the
economic, cultural, industrial and defense spheres. For
these reasons, education specialists, economists and
politicians have focused on academic achievement in
tandem with an incessant search for efficient methods to
improve performance. Therefore the last two issues have
reached the heart of international debate.
Due to the importance of the issue, numerous countries
have invested considerable research effort for the
purpose of identifying the factors that influence academic
achievement (U.S.A, Canada Finland and more). One of
the main questions being asked is whether
socioeconomic characteristics contribute to the
differences observed. Analysis of PISA (Program for
International Student Assessment) test results has
nullified such a hypothesis (PISA, 2006). Such findings,
combined with the success in Finland (Darling-
Hammond, 2011), oblige us to look for other key factors
explaining the high academic achievement observed
among children.
Diminishing academic achievement, which hinders
scientific, technological, economic and social progress
universally, has become a source of concern among
academics as well as government officials. Enormous
sums have consequently been invested in developing
guaranteed methods for improving achievement on every
level of education, from elementary school through
university studies. The question remains, however, as to
J. Arts Edu. 2
whether these investments will reap rewards (Darling-
Hammond, 2011; Sahlberg, 2011).
This article faces the challenge of suggesting a new
direction from which to understand the causes driving
poor academic achievement. The main question asked is
what explains academic achievement? In order to
respond to this query, the article suggests an empirically
based explanation rooted in an empirical research that
aim to see if there is a correlation between academic
achievement and three proposed key concepts:
"discipline," "discipline skills" and "learning skills." Within
its framework, "discipline" is differentiated from "discipline
skills". That is, "discipline", as used here, incorporates the
type of classroom behavior that is expressed by paying
attention, obeying the teacher's instructions, behaving
according to accepted norms and respect for the teacher.
Alternatively, "discipline skills", which can be considered
equivalent to "self-discipline", refers to behavior springing
from discipline. It entails: (1) perseverance, (2) meeting
time schedules, (3) goal-setting and planning for goal
achievement, and (4) completion of unpleasant tasks.
Concurrent with its explanation of academic
achievement, the results can provide teachers, principals
and parents with the tools necessary to improve
performance in school.
Those four characteristics follow Tough (2012) recent
research that gave very important weight to non-cognitive
skills explaining high achievements. He found seven
characteristics that can predict high achievements: self-
control, adherence to the goal, enthusiasm, social
Intelligence, gratitude, optimism and curiosity. Those are
similar to our four discipline skills that also derive from
non-cognitive capabilities.
LITERATURE REVIEW
Discipline and academic achievement
Many of the research findings in the social sciences,
pedagogy and education argue for the strong relationship
between discipline and academic achievement, with a
lack of discipline considered as a factor in declining
achievement. Scholars are fairly unanimous in their
conclusion that the introduction of effective disciplinary
practices in school is crucial to ensuring academic
success together with a safe learning environment
(Putnam et al., 2005), cultural environment that retained
the priority of knowledge (Lee and Tseng, 2008) and
understanding the child personality (Hoffman et al., 2009;
Yang, 2009) and giving great attention to the child' needs
(Brown, 2009; Ng and Rao, 2008). Researchers have
begun to argue that discipline problems contribute to a
decline in academic achievement. A review of the studies
conducted indicate two main directions of research, one
of which leads to the study of causal factors, the other in
the search for practical methods meant to improve
discipline in the schools.
Causes of discipline problems
Research of this type examines the factors causing
discipline problems in the classroom and the school. The
main variables studied belong to two categories: (a)
school-environmental factors, and (b) environmental
factors.
School-environmental factors: The majority of these
studies identify negative relationships between class size
and academic achievement as well as between class size
and discipline. In classes of large size, academic
achievement has been found to be lower and discipline
problems more numerous (Ceci and Konstantopoulos,
2009; Jepse and Rivkin, 2009; Manzo, 2009; Sims,
2009). Discipline problems were found to be more
prevalent in large classes already exhibiting low
achievement levels. It therefore appears that classes of
small size provide better opportunities to prevent
discipline problems (Balderson and Sharpe, 2004; French
et al., 2007; Januszka and Dixon-Krauss, 2008;
Korostaff, 1999; Zahorik, 1999). Other studies associate
discipline problems and poor achievement with a class
social environment (Guerra and Nelson, 2007). The
culturally diverse environments that increasingly
characterize modern society tend to intensify discipline
issues. Studies referring to the broader school
environment argue that large, structurally complex junior
high schools are the locus for more numerous discipline
problems than being elementary schools, which are
characterized by smaller structure and a more intimate
learning environment (Cook et al., 2008).
Student-related environmental factors: This line of
research attempts to connect discipline problems and
academic achievement to the individual student’s
background. Adams (2008) found that black students are
60 times more likely to have discipline problems than are
their white peers. Students from families of low
socioeconomic status exhibit greater difficulties with
discipline as well as symptoms of aggression, emotional
disturbance and other offenses (Farmer et al., 2004),
factors that clearly exacerbate such problems (Mattison,
2004). In addition, Eckenrode (1993) found that
discipline problems and poor achievement are more likely
to occur among neglected and physically or sexually
abused children.
Improving discipline
Research in this area focuses on how to reduce the

discipline problem for the purpose of improving academic
achievement. These studies can be sorted into three
categories. The first attribute discipline problems and low
academic achievement of curriculum while arguing for
improved literacy (Manzo, 2006) and alternative study
programs (Kim, 2006). The second category promotes
the involvement of factors from outside the school:
parental involvement (Amato, 1994) and outside
consultants, that is, school-wide support or technical
assistance (Luiselli et al., 2005). The third category
proposes the revision of school policy toward
punishment. Zero-tolerance of disciplinary infractions
subsequently increase the number of children suspended
from school (Noguera, 2003).
This body of literature leads to three conclusions: First,
there is an inverse relationship between discipline
problems and academic achievement (Adams, 2008;
Carrell and Hoekstra, 2009; Yang, 2009). An increase in
disciplinary problems is related to a decrease in
academic achievements. Secondly, research linking
these two concepts focuses on two dimensions: the
causes of discipline problems and proposals for their
reduction (Baker-Henningham et al., 2009; Spick, 2009).
Thirdly, few studies have conducted an in-depth
examination of the relationship between discipline
problems and academic achievement for the purpose of
identifying what specific components of discipline, if
lacking, undermine academic achievement. In short: Why
do undisciplined children find it difficult to learn? Or, what
connects the lack of discipline to the inability to learn
properly?
Discipline problems, learning skills and academic
achievement
As stated earlier, numerous studies refer to the
association between discipline problems and academic
achievement. Many others relate learning skills to
academic achievement while treating learning skills as an
inclusive entity (Bottoms and Timberlake, 2007; Portowitz
and Klein, 2007; Tan and Morris, 2006), as literacy
(Fletcher et al., 2009), or as subject-specific (Lim et al.,
2009; Tan et al., 2005).
The research and theoretical literatures have yet to turn
to the study of the association between learning skills and
discipline problems. As a result, the relationship between
three key concepts – discipline problems, learning skills
and academic achievement – has yet to be explored.
This article claim that a lack of discipline in the
classroom, defined as comprehensive noncompliance
with teachers' instructions, undermines learning discipline
because several components of learning discipline are
congruent with several of the learning skills required for
academic achievement. This article describes four
aspects of learning discipline, considered under the rubric
Pasternak 3
discipline skills, each of which corresponds to selected
learning skills.
Discipline skills, learning skills and academic
achievement
The preconditions of academic achievement are, in
effect, personality-related: intelligence, motivation, self-
image and behavior. The clear majority of children –
about 90% – are capable of average or better academic
success. An average IQ enables all these children to
learn and be successful. New methods such as group
learning, learning centers, research groups and so forth
were introduced, their aim being to motivate the child to
get involved, enjoy learning and acquire learning skills as
opposed to straightforward knowledge (Valli and
Chambliss, 2007; Williamson et al., 2005; Simpson,
2001).
Behavioral factors, discipline skills among them,
therefore represent the true barriers to academic
achievement. Within this framework, discipline problems
subvert discipline skills. We suggest that these skills
include: perseverance, the ability to meet schedules, the
capacity for goal-setting and planning for goal
achievement and completion of unpleasant tasks
(Pasternak, 2002).
Perseverance: This skill refers to the degree to which a
person is able to perform a task over an extended period
of time. A task or assignment is completed only when the
final objective is reached. Perseverance applies to every
field of endeavor, beginning with games and continuing
on to learning or employment. Academic excellence is
the fruit of perseverance because learning is a lengthy
process that demands continuous study and practice,
beginning with the preparation of daily homework
assignments and extending to the organized study of all
subjects of the curriculum.
Meeting schedules: The skill of meeting schedules
requires conscientiousness and the ability to complete
assignments on time. Conscientiousness is a necessary
but insufficient trait because in learning as in life,
numerous tasks must be completed in short periods of
time. We are not speaking here of traits such as alacrity
or speed but the ability to execute tasks in designated
periods of time. Students who take five hours to complete
their homework, in the course of which they eat, talk on
the telephone and watch television, are incapable of
meeting schedules and often find it difficult even to copy
information from the blackboard, let alone complete an
assignment or finish an exam on time. A student’s
success in his studies is assessed according to his
performance in a specified period of time.
J. Arts Edu. 4
Goal-setting and planning for goal achievement: This
skill is crucial for a student’s adjustment to independent
learning, which demands personal autonomy, self-
reliance and the ability to take responsibility for setting
goals and planning the activities necessary for their
achievement.
Completion of unpleasant tasks: We are referring here
to the ability to execute more or less frustrating or
monotonous tasks, such as math or spelling exercises.
Although deemed detrimental to the child-centered
paradigm, this skill is crucial for successful learning.
Elementary and high school curricula encompass a broad
range of subjects; it is reasonable to assume that not all
subjects will be equally enjoyable to every student.
Nonetheless, students are expected to successfully learn
them all. The completion of unpleasant tasks can
therefore be expected to be an integral part of learning.
How are we to relate the lack of discipline to impaired
discipline skills? Lack of discipline is expressed, as
stated, by noncompliance with the teacher's instructions
in the class and with parents' rules in the home, with both
reflecting each figure's loss of authority. As a result of this
loss, the child feels it unimportant to apply the discipline
skills that are, in effect, components of self-discipline.
He\She therefore does not respond to teacher and
parental demands to persevere in completing tasks, to
abide by a time schedule, to set goals and, most
importantly, to complete monotonous and unpleasant
homework.
Considering the literature survey, the current article
tries to propose a new point of view to understand the
relationship between discipline, discipline skills, learning
skills and academic achievement:
The subsequent decline in discipline induced the
deterioration of discipline skills, some of which are
congruent with learning skills, and ultimately impaired the
level of academic achievement.
Based on the theoretical frame our hypotheses are:
1. Discipline skills and classroom discipline (conduct) will
be positively correlated.
2. Discipline skills and academic achievement will be
positively correlated.
3. The results will not be affected by gender (girls versus
boys).
4. The results will not be affected by nationality (Israeli
students versus US students).
5. The results will not be affected by class, since the size
is similar.
METHODOLOGY
The study examined the hypotheses by means of
quantitative research aimed at identifying the explicit
relationship holding between discipline skills, classroom
discipline (conduct) and academic achievement.
Participants
The research sample consisted of 143 fifth-grade
students studying in 4 classes, 3 in Israel (38, 37 and 37
students, respectively) and one in the US (31 students).
Since class size has no effect on achievement, the
classes were similar in size. It was important to compare
between the two cultures (even the small sample in U.S)
in order to make any international comparison. Among
the participants, 68 were boys and 75 were girls. The
Israeli participants studied in 2 schools located in the
central part of the country; the majority came from
middle-class backgrounds. The US participants studied in
one school in Los Angeles, and were from similar
socioeconomic backgrounds.
Variables
The concept discipline skills were measured by four
variables: (1) Perseverance; The degree to which a
student is able to perform a task for extended periods of
time. (2) Meeting schedules; The degree to which a
student is able to complete a task on time. (3) Goal-
setting and planning for goal achievement; the degree to
which a student is able to decide on a goal and plan the
activities necessary to achieve it. (4) Completion of
unpleasant tasks; the degree to which a student is able to
perform a task that she does not enjoy (e.g., monotonous
homework exercises). All four variables were measured
according to a five-point Likert scale (1=lowest;
5=highest).
In addition, data on the conduct grades (assessments
of classroom discipline) – what we consider to be an
indicator of discipline in practice – given each student
were analyzed. These grades, which appear on the final
report card, were considered to reflect two behavioral
variables: (1) Implementation of the common rules of
appropriate behavior in the classroom and the school
(conduct); and (2) Respect for the teacher (teacher). Also
it seems that those two variables are similar, the teachers
insisted to put them apart. Conduct expresses the daily
behavior in class and it differ from the respect given to
the teacher. The two variables were measured according
to a four-point Likert scale (1=rarely; 4=regularly).
With respect to academic achievement, the Israeli
student's performance is evaluated in grades indicated on
the final report card at the end of the school year. These
grades relate to achievements in arithmetic and
geometry, science, written expression, grammar (Hebrew
language skills), written comprehension and English (as a
foreign language). Two factors distinguish the American
 Pasternak 5

Table 1. Discipline and learning skills: Means and standard deviations (N=143).

Discipline and
Range N M SD
learning skills
Perseverance 1-5 143 3.81 1.13
Meet schedules 1-5 143 2.93 1.08
Goal setting 1-5 143 2.96 1.03
Unpleasant tasks 1-5 143 3.70 1.40
Arithmetic 1-4 143 3.08 0.98
Science 1-4 143 3.06 0.99
Written expression 1-4 143 3.15 0.86
Language 1-4 112 3.09 0.94
Reading Comprehension 1-4 112 3.17 0.91
English 1-4 112 3.04 0.98
Conduct 1-4 143 2.97 1.02
Teacher 1-4 143 3.22 0.92

from the Israeli student's report: One composite grade is
given in the US for literacy as opposed to the three
separate grades given in Israel for writing expression,
grammar and written comprehension, respectively; no
grade is given for English as a foreign language. The
grades (that were not assessed by equivalent tests) were
subsequently distributed along a four-point scale (1=little
skilled; 4=highly skilled). The intervening variables tested
were gender (girl/boy), class (all the students were in the
fifth grade), a diagnosis of attention-deficit disorder,
learning problems, and treatment received for the
identified issues.
Instruments
reliability while preventing any halo effect. The
questionnaire on academic achievement, conduct and
the intervening variables was completed first, followed by
the questionnaire on discipline skills. Complete
confidentiality was maintained regarding the participants'
identities, their schools and the city in which the research
was conducted.
Analytic strategy
The study used some statistical Techniques. Pearson
correlation, t-test, ANOVA and SEM statistics.

The data were gathered by means of two survey RESULTS

questionnaires, completed by four fifth-grade teachers.
Three of the teachers taught in Israel, one of the teachers
in the US. The author is aware about the limitation
regarding teachers grading their students. The first
questionnaire consisted of closed items relating the four
discipline skills; the second questionnaire, also containing
closed items, referred to the other variables: conduct,
academic achievement and the intervening variables.
The items were organized into two questionnaires so as
to increase the questionnaires' validity and reliability as
well as minimize any possible halo effect.
Procedure
The four teachers reported on the behavior of the
children in their respective classes. An interim of two
weeks separated the completion of the two separate
questionnaires so as to ensure high levels of validity and
Table 1 shows the means and standard deviations
obtained for the entire sample with respect to discipline
and learning skills.
Regarding Hypothesis 1 (discipline skills and classroom
discipline (conduct) are positively correlated), Table 2
presents the Pearson correlations obtained between the
four discipline skills and conduct.
The results indicated positive and significant
correlations between all four discipline skills and the two
classroom discipline variables, conduct and teacher. The
correlations varied in strength between medium and high.
The highest and most significant correlations were found
between the two components of conduct (r=0.80,
p<0.001) as well as between unpleasant tasks and
conduct (r=0.85, p<0.001) together with unpleasant tasks
and respect for the teacher (r=0.75, p<0.001). Among the
four discipline skills, the correlation between completion
of unpleasant tasks and the two classroom discipline
J. Arts Edu. 6

Table 2. Discipline skills and conduct: Pearson correlations (n-143).

Meeting Goal Unpleasant

Perseverance Conduct Teacher
schedules setting tasks
Perseverance --- 0.39 0.38 0.58 0.54 0.45
Meeting schedules --- 0.70 0.39 0.42 0.36
Goal setting --- 0.33 0.40 0.34
Unpleasant tasks --- 0.85 0.75
Conduct --- 0.80
Teacher ---
p<.001

Table 3. Discipline skills and academic achievement: Pearson correlations (n=143).

Meeting Goal Unpleasant Reading

Perse. Arith. Science Writing Lang. English
Sched. Setting Tasks comp.
Perseverance --- 0.39 0.38 0.58 0.60 0.55 0.47 0.53 0.54 0.54
Meeting
--- 0.70 0.39 0.43 0.45 0.42 0.35 0.36 0.32
schedules
Goal setting --- 0.33 0.41 0.44 0.42 0.37 0.40 0.36
Unpleasant tasks --- 0.81 0.79 0.74 0.83 0.78 0.79
Arithmetic --- 0.92 0.81 0.82 0.82 0.84
Science --- 0.81 0.80 0.82 0.83
Writing --- 0.92 0.88 0.84
Language --- 0.87 0.85
Reading
--- 0.88
comprehension
English ---
p<.001

variables indicated which skill was the strongest predictor
of actual behavior. The findings therefore confirmed the
first research hypothesis.
With respect to Hypothesis 2 (discipline skills and
academic achievement are positively correlated), Table 3
presents the Pearson correlations obtained between the
four discipline skills and academic achievement.
As we can see from Table 3, positive and significant
correlations were found between all the discipline
variables and all the components of academic
achievement. The strength of the correlations ranged
from medium to high. The highest correlation, here as
well, was found between completion of unpleasant tasks
and all the subjects in which academic achievement was
measured: arithmetic, science, written expression,
grammar, reading comprehension and English as a
foreign language. These findings therefore confirmed the
second research hypothesis.
This hypothesis was also tested by comparing the
means obtained for all the discipline skills (M=3.34;
SD=0.89) and those obtained for all the measures of
academic achievement (M=3.08 SD=0.88). Like the
results for the test of Hypothesis 2, a positive and
significant correction was found between the means of
the discipline skills and the means of academic
achievement (r=0.76, p<0.001).
Hypothesis 3 stated that the results are not affected by
gender (girls versus boys). In order to test this
hypothesis, a t-test was performed on the independent
samples. Table 4 presents the means, standard
deviations and t-test results obtained for girls and for
boys on the discipline skills and conduct variables.
We can see from Table 4 that no differences were
found in the results between girls and boys in any of the
academic skills or the conduct variables, a finding that
confirms the third research hypothesis.
Hypothesis 4 predicted that the results would not be
affected by nationality (Israeli students versus US
students). t-test statistics, means and standard deviations
were calculated for the independent samples from each
country with respect to the discipline skills and the
conduct variables in order to test this hypothesis as well.
 Pasternak 7

Table 4. Girls versus Boys: Means, Standard Deviations and T-test Results for Discipline Skills and
Conduct Variables (n=143).

Parameter Gender N M SD t p
Male 68 3.65 1.17
Perseverance -1.66 0.10
Female 75 3.96 1.08

Male 68 2.91 1.09

Meeting schedules -0.19 0.85
Female 75 2.95 1.08

Male 68 2.85 1.10

Goal setting -1.16 0.25
Female 75 3.05 0.97

Male 68 3.75 1.36

Unpleasant tasks 0.41 0.68
Female 75 3.65 1.44

Male 68 2.97 1.09

Conduct 0.06 0.95
Female 75 2.96 0.96

Teacher
Male 68 3.25 0.90 0.41 0.68

Table 5. Means, Standard Deviations and t-Test Results for Students from Israel versus the US
(N=143).

Parameter Country N M SD t p
Israel 112 3.82 1.17
Perseverance 0.20 0.84
US 31 3.77 0.99

Israel 112 2.84 1.09

Meeting schedules -1.93 0.06
US 31 3.26 1.00

Israel 112 1.05 1.05

Goal setting -1.04 0.30
US 31 0.96 0.96

Israel 112 3.59 1.44

Unpleasant tasks -2.00 0.05
US 31 4.10 1.19

Israel 112 2.92 1.06

Conduct -1.12 0.27
US 31 3.13 0.88

Teacher
Israel 112 3.24 0.93 0.60 0.55

The results are shown in Table 5.
Table 5 indicates that a result approaching statistical
significance was obtained only for the difference in
scores regarding the capacity to complete unpleasant
tasks. That is, US students are slightly more likely than
being Israeli students to complete tasks that they do not
enjoy. No other differences between students, by
nationality, were found to be statistically significant. This
finding partially confirmed Hypothesis 4.
The final hypothesis, Hypothesis 5, stated that the
results would not be affected by class. As hypothesized,
no differences were found among the four classes with
J. Arts Edu. 8

Table 6. Discipline skills and conduct variables, by class: means, standard deviations and
ANOVA results (n=143).

Parameter Country N M SD t p
H1 38 3.63 1.22
H2 37 3.78 1.34
Perseverance 0.90 0.44
H3 37 4.05 0.91
US 31 3.77 0.99

H1 38 2.76 1.22
H2 37 2.68 1.06
Meeting schedules 2.24 0.09
H3 37 3.08 0.95
US 31 3.26 1.00

H1 38 2.92 1.10
H2 37 2.78 1.03
Goal setting 0.70 0.55
H3 37 3.03 1.04
US 31 3.13 0.96

H1 38 3.26 1.57
H2 37 3.78 1.55
Unpleasant tasks 2.17 0.09
H3 37 3.73 1.12
US 31 4.10 1.19

H1 38 2.79 1.04
H2 37 3.11 1.13
Conduct 1.00 0.40
H3 37 2.86 1.00
US 31 3.13 0.88

H1 38 3.16 0.92
Teacher H2 37 3.32 0.94
0.32 0.81
H3 37 3.24 0.95
US 31 3.13 0.88

respect to the four discipline skills and the two conduct
variables. Because data were obtained from four groups
– the four respective classes – a unidirectional ANOVA
was performed to test for the validity of the findings by
variable. Table 6 shows the means and standard
deviations obtained for each of the four classes by
discipline skill and conduct variable.
As shown in Table 6, no significant differences were
found among the classes with respect to the discipline
skills and conduct variables, findings that confirmed the
research Hypothesis 5. In order to substantiate the Model
1, SEM statistics were calculated. Figure 1 shows the
correlations between overall discipline, expressed as the
variables conduct and teacher, and discipline skills and
academic achievement.
The data thus confirmed the previous findings
regarding the existence of a correlation between
discipline skills and academic achievement.
DISCUSSION
This article has presented a new, preliminary theoretical
as well as practical explanation that can contribute to our
understanding of the relationship between the lack of
discipline and poor academic achievement. In order to
empirically test it, a quantitative study was conducted
among 143 fifth-grade students in two countries, Israel
and the US. The statistical analyses performed on the
scores obtained for questionnaire items have led to the
following conclusions:
First, the findings demonstrate that a positive and
significant correction does exist between all four
discipline skills and classroom conduct in addition to
respect for the teacher. Moreover, this finding indicates
that a lack of classroom discipline is connected with the
student's ability to activate discipline skills when learning.
It is interesting to note that the skills needed to complete

Conduct
**0.48
Discipline
skills
**0.6
*0.23
Teacher
Figure 1. SEM, discipline, discipline skills and academic achievement.**p≤.001,*p≤0.05.
Χ= 52.39 (p≤0.001), DF=2; NFI=0.925; CFI=0.927; RMSEA=0.07.
unpleasant tasks are highly correlated with the students'
discipline skills and conduct in practice.
Secondly, positive and significant correlations were
found between the four discipline skills and all the chosen
measures of academic achievement: arithmetic, science,
written expression, grammar, reading comprehension
and English. In this case as well, the capacity to complete
unpleasant tasks was very highly correlated with all the
academic achievement measures. This finding invites the
conclusion that the discipline skills proposed do represent
meaningful and important prerequisites for academic
success. In the absence of these skills, students will find
it exceptionally difficult to successfully perform at the
desired levels.
Thirdly, the strength of the correlations (ranging
between 0.75 and 0.85) between the capacity to
complete unpleasant tasks and classroom conduct
(discipline in practice), as well as with academic success
can lead us to ask maybe discipline problems in the
classroom are result from environmental and pedagogic
factors such as boredom, inappropriate teaching methods
and so forth. We nonetheless assume that these factors
are likely to be present at some level irrespective of the
pedagogic approach adopted in the classroom.
Additionally, the results clearly demonstrate a lack of
divergence in the correlations between the four discipline
skills by gender (girls and boys), specific class (among
the four tested), or nationality (Israeli or American), with
one exception: The capacity to complete unpleasant
tasks approached but did not reach significance. With
great caution we can conclude that the correlation of this
skill with academic success represents a universal
Pasternak 9
Academic
**0.9 achievement
phenomenon, unrelated to the student's gender, learning
environment, culture or nationality.
Finally, the findings contribute to our theoretical
understanding of the contribution of discipline skills to
learning; as such, they represent a theoretical innovation.
We suggest that acquisition of the four discipline skills
proposed in this article, which can be accomplished at
any age, is likely to contribute to effective learning.
The most blatant of all the findings was the high
correlation of the capacity to perform unpleasant tasks
with conduct as well as with academic success,
irrespective of the subject. Learning requires practice and
the dedication of a great deal of time to unpleasant tasks.
For most, enjoyment comes only after accomplishment is
in view. Despite the limitation of the research, Small
sample, mono-method, halo effect and the validity of the
teachers' reports, we may conclude that the starting point
for academic success is maintaining discipline, setting
limits and enforcing behavioral norms. Undisciplined
children find it difficult to perform well in school. The
study's findings regarding the significance, strong and
direct association between discipline skills and academic
achievement therefore provide preliminary confirmation of
the suggested congruence between discipline skills and
learning skills. In behavioral terms, the research findings
confirm that a lack of discipline undermines the practice
of discipline skills and, in its wake, the application of
learning skills.
The research findings therefore shed light on the
theoretical and practical aspects of the link between non-
cognitive capabilities such as lack of discipline skills and
poor academic achievement (Tought, 2012). This
J. Arts Edu. 10
article and the findings transmit a positive message:
Discipline – or the lack of it – is far from an inherent
characteristic. Parents and teachers, of whatever their
socioeconomic background and age, can change a
child's habits and attitudes and with a warm and good
atmosphere are able to educate towards adopting
discipline skills. These same findings, in representing the
preliminary stage of a long-term study considering larger
sample, additional variables such as the student's IQ,
quality of teaching, are also promising in that they show
the relevance of the expanded project for improving the
individual success of students everywhere.
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