Baseline interaction quality moderates component-outcome relations, with strongest relations for teachers with the lowest baseline quality¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The strongest relations between Responsive Classroom component use and interaction quality emerged for teachers with the lowest baseline interaction quality. → Abry 2017

Evidence¶

Abry 2017¶

Abry, T., Rimm-Kaufman, S.E. & Curby, T.W. (2017). Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher–Student Classroom Interaction Quality. Prevention Science, 18, 193–203. https://doi.org/10.1007/s11121-016-0743-3

q3 · i? · associational · r2

Moderation analyses within the same structural path models of 143 treatment teachers' classroom observations across the school year. The article reports that "teachers' baseline interaction quality moderated several associations," with the strongest relations for the lowest-baseline teachers. No effect size is printed for the moderation.

"teachers' baseline interaction quality moderated several associations such that the strongest relations between RC component use and interaction quality emerged for teachers with the lowest baseline interaction quality."

Discussion¶

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