The Relationship between Self-Control and Discipline among Tenth-Grade Students at SMKN 1 Solok Selatan

Abstract

Student discipline is integral to character development and work readiness in vocational secondary education; however, evidence concerning its relationship with self-control among first-year vocational students remains limited. This study aimed to describe students’ levels of self-control and discipline and examine the relationship between these variables among tenth-grade students at SMKN 1 Solok Selatan. A quantitative descriptive-correlational design was employed. Sixty students with documented records of arriving late at least three times were selected through purposive sampling. Data were collected using Likert-scale questionnaires and analyzed using descriptive statistics and Pearson’s product–moment correlation. The findings showed that 55.00% of students were classified as having very high self-control, whereas 45.00% demonstrated very high discipline. Correlation analysis yielded r(58) = .879, p < .001, indicating a very strong, positive, and statistically significant relationship between self-control and student discipline. Thus, among the selected students, stronger capacities to regulate behavior, manage thoughts, and make responsible decisions were closely associated with more disciplined conduct. These findings extend evidence on the psychological correlates of discipline in vocational education and support the development of preventive guidance and counseling services focused on self-management, emotional regulation, decision-making, and learning readiness. Future research should investigate additional influences, including parental support, peer relationships, learning motivation, and school climate.