Academic Success Through Student Discipline among Criminology Students: An Appreciative Inquiry

Discipline in criminology education is both an academic and ethical imperative. This study explored how student discipline fosters academic success among criminology students in one of the colleges in Lanao del Norte. It was participated by ten Criminology students in the institution who were purposively chosen. In-depth interviews were conducted with high-performing participants. Guided by the 4D cycle (Discover, Dream, Design, Destiny), the study uncovers key themes: cultivating academic success through self-discipline and supportive motivational support; envisioning a supportive and structured learning environment, developing structured academic practices and support systems; and sustaining a culture of discipline through personal commitment and peer support. Academic success is fostered through a dynamic interplay of self-discipline, structured support systems, and a nurturing learning environment, sustained by personal commitment and collaborative peer support. The institution may empower teachers, and administrators to implement weekly study schedules, mentorship pairs, and policy enforcements, promoting a discipline culture that extends to professional resilience.

Academic Success, Criminology Students, Self-Regulation, Student Discipline, Support

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