Chapter 2

Review of Related Literature

Contrary to popular belief, the brain is not designed for thinking. It's

designed to save you from having to think, because the brain is really not

mentally sound. The thinking is slow and unreliable. However, people will enjoy

the mental work if it is successful. People want to solve problems, but not to work

on unsolvable problems. If school work is always a bit difficult for a student, it

should come as no surprise that he doesn't like school (Willingham, 2009).

According to Wabisabi Learning (2019), many of them are not even angry

at the school as an idea - what they respond negatively to is the rigid structure

the school is employing, forcing them into a "one size fits all" box where the a

person cannot exist. They don't like what they learn. They do not like how they

have been made to know it.

What a person likes and dislikes about a particular context, whether that

be a piece of art, a food dish or a set of education, is an important influence of

students 'perceptions and students' reaction to the context (Dochy, 2008).

Addressing the social, relational and emotional needs of students in the

school is void within the perspective of schools, teachers and school support

staff. This empire goes beyond recognizing "schools are social places and

learning is a social process" (Walberg, 2007).

 Goss and Sonnerman (2017) explained that it is not uncommon for

schools to address problems of student disengagement more generally. Student

disengagement may be present as students withdraw from people and become

active in the school, refusing to complete school work, displaying distracting and

increasing behaviors, or not attending school.

Goss and Sonnerman (2017) said that the concept of bad childhood

experiences has emerged as an explanatory risk factor aimed at explaining

student disengagement and challenging behavior as an outcrop of childhood

trauma and bad experiences.

Theoretical Framework

Behaviorism was formally established with the 1913 publication of John B.

Watson’s classic paper, “Psychology as the Behaviorist Views It.” The theory of

behaviorism is one size fits all approach. It depends on the conditioning of

conditioning, which is the term therapeutic term for repetition-based learning in

which the student's behaviors are shaped by what works or doesn't work. While a

simple theory, behaviorism does not recognize that life does not take place in a

laboratory, and that the use of rewards and punishments is not conducive to the

study of Edwards (2009).

According to the theory on Assertive Discipline of Lee and Marlene Canter

(1976), that rules and behaviour expectations must be clearly stated and

enforced. Teachers are never to threaten students, but to promise fair

consequences for improper behaviour. For this model to work, the teacher must

use a firm voice and constant eye contact. This model places responsibility for

bad student behaviour on the teacher.

Responsible Thinking Process (RTP), if properly used, is designed to

teach educators how to teach students to develop a sense of responsibility for

their own lives and to respect the lives of everyone around them. This unique

classroom discipline process is both non-manipulative and non-punitive. It

creates mutual respect by teaching students how to think through what they are

doing in relation to the rules of wherever they are. This gives student’s personal

accountability for their actions. (Edward Ford 1994).

Conceptual Framework

This part presents a schematic outline illustrating the conceptual

paradigm. This includes theories, concepts, and insights related to the dislikes of

grade 5 students in their school, Seventh Day Adventist Elementary School.

According to Mitchell 1967, during the course of an enquiry into the

behaviour of a random sample of over 6,000 children aged from 5–15 years,

attending local authority schools in Buckinghamshire, it was possible to obtain

information about each child's reaction to school. This indicated that dislike of

school was associated with poor attainment at school and signs of anxiety at

home. Boys who disliked school were also found to be significantly more likely to

have a problem of behaviour reported by their teachers and were more

uncooperative in class but this was not true of the girls. Reaction to school

affected attendance among children of secondary school age, but not among

those under 11 years.

From the study of Huebner and Gilman (2006), students with very low

school satisfaction differed from students with very high school satisfaction on all

adjustment measures; students with very low school satisfaction also differed

from students with average levels of school satisfaction on all measures, except

the self-esteem measure. Relative to students reporting average levels of school

satisfaction, students reporting very high satisfaction demonstrated significantly

higher scores on measures of global life satisfaction, hope, internal locus of

control, and GPA.

Conceptual Paradigm

The dislikes of the grade 5 Seventh Day Adventist

students Elemetary School

Figure 1. Conceptual Paradigm Showing the Variables of the Study.