Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools

Students' perceptions of teacher-student relationships, frequency of conduct problems, and their teachers' use of classroom removals, school suspensions, praise and rewards were examined in this study of 3,588 elementary- and middle-school students in China, Japan, and the United States. As predicted, American students reported the greatest frequency of conduct problems and of classroom removals and suspensions. Chinese students reported the most positive teacher-student relationships and their teachers' greatest use of rewards and praise. Cultural values that likely contribute to these differences are discussed.