Running head: PEER-REVIEWED ARTICLES 1 You can reach me through [email protected] Peer-Reveiwed Articles Student’s Name Institutional Affiliation Peer-Reveiwed Articles Somayeh, G., SayyedMirshah, J., SayyedMostafa, S., & Azizollah, A. (2013). Investigating the Effect of Positive Discipline on the Learning Process and its Achieving Strategies with Focusing on the Students' Abilities. International Journal of Academic Research in Business and Social Sciences, 3 (5), 305-314. Summary Discipline plays a crucial role in the learning process because it creates an educational environment and opportunities that foster learning. Positive discipline is applied nwhyen educating younger individuals to influence them to become mannerly, technician, and responsible people in the society. It seeks to encourage mutual respect between learners and adults. The study Somayeh, SayyedMirshah, SayyedMostafa, and Azizollah (2013) by examines the role played by positive discipline in the learning process and its achieving strategies from the point of view of teachers and principals. Participants in the study included teachers and principals from Ahwaz high school. Purpose of the research To investigate the role played by positive discipline in the learning process and its achieving strategies from the point of view of teachers and principals Problem statement Positive discipline is effective in increasing student responsibility. Gaps in Literature Literature that studied the problem does not address the effect of positive discipline on learning process and its achieving strategies from the point of view of teachers and principals Research Questions Is the positive discipline effective in learning process? Is the students’ commitment solution effective in the positive discipline realization in the learning process? Is the students’ self-control effective in the realization of positive discipline in the learning process? Is the students’ learning solution motivation effective in realization of the positive discipline in the learning process? Conceptual Framework Positive discipline is the independent variable while learning process is the dependent variable. Moderating variables include student’s commitment, self control, and learning. Findings Positive discipline is effective in learning process. Students’ commitment is solution effective in the positive discipline realization in the learning process. Students’ self-control is effective in the realization of positive discipline in the learning process. Students’ learning is solution motivation effective in realization of the positive discipline in the learning process. Relevant aspects to Research Question The study indicates that positive discipline enhances the process of learning in K12. Lewis, R. (2001). Classroom discipline and student responsibility: the students' view. Teaching and Teacher Education , 17, 3 ...

1. Running head: PEER-REVIEWED ARTICLES
1
You can reach me through [email protected]
Peer-Reveiwed Articles
Student’s Name
Institutional Affiliation
Peer-Reveiwed Articles
Somayeh, G., SayyedMirshah, J., SayyedMostafa, S., &
Azizollah, A. (2013). Investigating the Effect of Positive
Discipline on the Learning Process and its Achieving Strategies
with Focusing on the Students' Abilities. International Journal
of Academic Research in Business and Social Sciences, 3 (5),
305-314.
Summary
Discipline plays a crucial role in the learning process because it
creates an educational environment and opportunities that foster
learning. Positive discipline is applied nwhyen educating
younger individuals to influence them to become mannerly,
technician, and responsible people in the society. It seeks to
encourage mutual respect between learners and adults. The
study Somayeh, SayyedMirshah, SayyedMostafa, and Azizollah
(2013) by examines the role played by positive discipline in the
learning process and its achieving strategies from the point of
view of teachers and principals. Participants in the study
included teachers and principals from Ahwaz high school.
Purpose of the research

2. To investigate the role played by positive discipline in the
learning process and its achieving strategies from the point of
view of teachers and principals
Problem statement
Positive discipline is effective in increasing student
responsibility.
Gaps in Literature
Literature that studied the problem does not address the effect
of positive discipline on learning process and its achieving
strategies from the point of view of teachers and principals
Research Questions
Is the positive discipline effective in learning process?
Is the students’ commitment solution effective in the positive
discipline realization in the learning process?
Is the students’ self-control effective in the realization of
positive discipline in the learning process?
Is the students’ learning solution motivation effective in
realization of the positive discipline in the learning process?
Conceptual Framework
Positive discipline is the independent variable while learning
process is the dependent variable. Moderating variables include
student’s commitment, self control, and learning.
Findings
Positive discipline is effective in learning process.
Students’ commitment is solution effective in the positive
discipline realization in the learning process.
Students’ self-control is effective in the realization of positive
discipline in the learning process.
Students’ learning is solution motivation effective in realization
of the positive discipline in the learning process.

3. Relevant aspects to Research Question
The study indicates that positive discipline enhances the process
of learning in K12.
Lewis, R. (2001). Classroom discipline and student
responsibility: the students' view. Teaching and Teacher
Education , 17, 307-319.
Summary
Lewis (2001) acknowledges the increasing international
interest in the quality of the character of students. Teachers
influence student responsibility by listening, clarifying,
confronting their irrational justifications, and use of dicsipline.
The study examined 21 elementary and 21 secondary schools to
find out the role of classroom discipline in promoting student
responsibiolity to protect learning and safety rights in the
classroom. The study found that by reacvting to student
misbehavior through use of coercive discipline, teachers inhibit
the development of responsibility and distracts them from
schoolwork.
Purpose of the Research
To find out the role of classroom discipline in promoting
student responsibiolity to protect learning and safety rights in
the classroom
Problem Statement
Students need to take responsibility for the protection of the
human rights in the classroom.
Gap in Literature
There are no adequate studies that evaluate the effectiveness of
alternative styles of discipline.
Conceptual framework
The independent variable is classroom discipline while the

4. dependent variable is student responsibility
Hypothesis
Classroom discipline enhances student responsibility for
protection of learning and safety rights in the classroom
Findings
The use of coercive discipline inhibits the development of
student responsibility and distracts them from class work.
Relevant aspects to research topic
The findings of the study indicate that coercive discipline has a
negative effect on K12 learning process because it inhibits the
development of responsibility and distracts learners in the
schoolwork.
Sibanda, L., & Mpofu, M. (2017). Positive Discipline Practices
in Schools: A Case of Mzilikazi District Secondary Schools in
Zimbabwe. Journal of Educational and Social Research, 7 (3),
117-125.
Summary
The study examined the factors that limit the use of positive
discipline practices in schools as administrators and teachers
strive to maintain control and order. The study utilized
purposive sampling to select participants from four schools
comprising of four heads, four school counselors, 20 members
of the disciplinary committee, 40 prefects, and four school
development committee chairpersons. It was found that the lack
of role models, ineffective communication, failure to reward
positive behavior, ineffective monitoring, and inadequate
financial resources hinder the use of positive discipline
practices.
Purpose of research

5. To assess factors that limit the use of positive discipline
practices in schools as administrators and teachers strive to
maintain control and order.
Problem statement
Schools experience difficulties in applying positive discipline
practices
Gaps in Literature
The reviewed literature does not address the factors that
constrain the use of positive discipline practices
Research question
What factors constrain use of positive discipline practices in
Mzilikazi District Secondary Schools?
Conceptual Framework
The influence of role models, ineffective communication,
failure to reward positive behavior, ineffective monitoring, and
inadequate financial resources in applying positive discipline
practices is examined.
Findings
The lack of role models, ineffective communication, failure to
reward positive behavior, ineffective monitoring, and
inadequate financial resources hinder the use of positive
discipline practices.
Relevant Aspects to Research Topic
The article indicates that although positive discipline is
preferred to coercive discipline, certain facts impede its
application. This affects the learning process.
Alsubaie, M. A. (2015). Educational Leadership and Common
Discipline Issues of Elementary School Children and How to
Deal with Them. Journal of Education and Practice, 6 (13), 88-

6. 93.
Summary
The study by Alsubaie (2015) examines the most common
dicipline problems of elementary children. Several factors
positively or negatively affect student behavior. Examples of
common discipline issues include misbahevior, carelessness and
irresponsibility, backtalk, and chifren misbehavior. The study
revied current researches to determine common discipline
issues. The findings indicated the need to training that extends
beyond crisis management with discipline problems. educators
should be trained on how to efectively manage discipline
problems in school to facilitate the process of learning and
achivement.
Purpose of Research
To examine examines the most common dicipline problems of
elementary children.
Problem statement
Elementary schools face a wide range of discipline issues than
undermine learning process.
Gaps in Literature
The reviewed literature does not exhaust all the common types
of discipline issues in elementary schools
Hypothesis
Elementary schools face a wide range of discipline issues.
Conceptual framework
The conceptual framework includes discipline issues faced in
elementary schools, ways to discipline students, examples of
negative and unacceptable behaviors, and educating in
elementary schools.

7. Findings
Educators should take an educational training program to
enhance their capability in working in classroom and dealing
with discipline problems. There is a need to modify leadership,
curricula, and methods to effectively deal with discipline issues
and foster learning.
Relevance to Research Topic
The article is important to research topic because it addresses a
wide range of discipline issues with an impact on learning
process. Particularly, the article addresses the need to train
educators to enhance the capabilities in managing discipline
problems. This would improve learning outcomes.
References
Alsubaie, M. A. (2015). Educational Leadership and Common
Discipline Issues of Elementary School Children and How to
Deal with Them. Journal of Education and Practice, 6 (13), 88-
93.
Lewis, R. (2001). Classroom discipline and student
responsibility: the students' view. Teaching and Teacher
Education , 17, 307-319.
Sibanda, L., & Mpofu, M. (2017). Positive Discipline Practices
in Schools: A Case of Mzilikazi District Secondary Schools in
Zimbabwe. Journal of Educational and Social Research, 7 (3),
117-125.
Somayeh, G., SayyedMirshah, J., SayyedMostafa, S., &
Azizollah, A. (2013). Investigating the Effect of Positive
Discipline on the Learning Process and its Achieving Strategies
with Focusing on the Students' Abilities. International Journal
of Academic Research in Business and Social Sciences, 3 (5),
305-314.

8. A 38-year-old woman presents to the office with complaints of
weight
loss, fatigue, and insomnia of 3-month duration. She reports
that she has
been feeling gradually more tired and staying up late at night
because
she can’t sleep. She does not feel that she is doing as well in
her occupation
as a secretary and states that she has trouble remembering
things.
She does not go outdoors as much as she used to and cannot
recall the
last time she went out with friends or enjoyed a social
gathering. She
feels tired most of the week and states she feels that she wants
to go to
sleep and frequently does not want to get out of bed. She denies
any
recent medication, illicit drug, or alcohol use. She feels intense
guilt
regarding past failed relationships because she perceives them
as faults.
She states she has never thought of suicide, but has begun to
feel increasingly
worthless.
Her vital signs and general physical examination are normal,
although
she becomes tearful while talking. Her mental status
examination is significant
for depressed mood, psychomotor retardation, and difficulty
attending
to questions. Laboratory studies reveal a normal metabolic
panel, normal
complete blood count, and normal thyroid functions.

9. ➤ What is the most likely diagnosis?
➤ What is your next step?
➤ What are important considerations and potential
complications of
management?