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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.
Qi et al. (2026) studied this question.