Effects of an intervention based on positive discipline on academic self-efficacy in High School students

González-Sánchez J.; Vásquez-Merchán E.; Bizueta-Lozada S. · Revista Espanola de Orientacion y Psicopedagogia (2026) · DOI: 10.5944/reop.vol.37.num.2.2026.47435

Resumen

Academic behavior during adolescence, both in the classroom and in autonomous learning, constitutes a key aspect of the educational process and highlights the need for pedagogical strategies that strengthen students’ confidence in their own abilities. In this context, positive discipline emerges as a teaching approach aimed at promoting respectful relationships, socioemotional support, and a favorable school climate for learning. The present study aimed to analyze changes in the academic self-efficacy of high school students following the implementation of a positive discipline program. A pre-experimental design with a single group and pretest–posttest measurements was used, administered to 110 students from a public institution. Data analysis included verification of the normality assumption and the application of the Student’s t-test for related samples. The results showed a decrease in low levels of academic self-efficacy and an increase in medium and high levels, as well as significant improvements in dimensions associated with cognitive competence, learning autonomy, management of academic difficulties, and perceived support for performance. These findings suggest that positive discipline promotes a more adaptive perception of students’ academic abilities and contributes to strengthening relevant psychoeducational variables for learning. Overall, the study provides empirical evidence on the potential of positive discipline as a pedagogical resource to promote well-being and academic development in school contexts characterized by structural limitations. © (2026), (Universidad Nacional de Educacion a Distancia (UNED)). All rights reserved.