# The impact of disciplinary intensity and number of infractions on bystander trust in teacher: the mediating role of trustworthiness

## TL;DR

This study shows how a teacher's disciplinary actions and the number of student infractions affect students' trust in the teacher, with trustworthiness playing a key role.

## Contribution

The study reveals how disciplinary intensity and infraction frequency interact to influence perceived trustworthiness and bystander trust.

## Key findings

- Mild discipline increases trust by enhancing perceived trustworthiness.
- Severe discipline decreases trust by reducing perceived trustworthiness.
- The number of infractions moderates how disciplinary intensity affects trustworthiness perception.

## Abstract

To examine the influence of teachers' disciplinary intensity and the number of students' infraction on bystanders' trust in teacher, with perceived trustworthiness serving as a mediating variable, this study employed a 3 (disciplinary intensity: none discipline, mild discipline, severe discipline) × 2 (number of infractions: first vs. third) between-subjects experimental design. In our experiment, teachers' disciplinary intensity was manipulated using scenario-based vignettes, and bystanders' trust intention was measured via the strategic Prisoner's Dilemma game. The results demonstrated that, relative to none discipline, mild discipline significantly enhanced bystanders' trust by strengthening perceived trustworthiness, whereas severe discipline undermined trust compared to mild discipline through a reduction in trustworthiness. Moreover, the number of student infractions moderated the effect of disciplinary intensity on perceived trustworthiness. Specifically, in the context of a first-time infraction, disciplinary intensity was associated with lower perceived trustworthiness and consequently diminished trust among observers. In contrast, following a third violation, disciplinary intensity was linked to higher perceived trustworthiness and greater trust from bystanders. These findings provide robust evidence for understanding the spillover effects and psychological mechanisms underlying teacher disciplinary practices.