CARE for Teachers improved teachers' adaptive emotion regulation, mindfulness, psychological distress, and time urgency in a cluster randomized trial¶

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

Subclaims¶

q3 i? Teachers randomly assigned to CARE for Teachers showed statistically significant direct positive effects on adaptive emotion regulation, mindfulness, psychological distress, and time urgency compared with waitlist control teachers. → Jennings 2017

Evidence¶

Jennings 2017¶

Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A. A., Cham, H., & Greenberg, M. T. (2017). Impacts of the CARE for Teachers Program on Teachers' Social and Emotional Competence and Classroom Interactions. Journal of Educational Psychology. https://doi.org/10.1037/edu0000187

q3 · i? · causal · r2

The abstract reports the trial's headline teacher outcomes: "statistically significant direct positive effects on adaptive emotion regulation, mindfulness, psychological distress, and time urgency". No effect sizes are printed in the supplied text, so impact is null.

"Analyses showed that CARE for Teachers had statistically significant direct positive effects on adaptive emotion regulation, mindfulness, psychological distress, and time urgency."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it

Related Claims¶

• CARE for Teachers improved the emotional support domain of observed classroom interaction quality (CLASS) — related
• Earlier pilot evidence suggested CARE may be more efficacious for teachers in high-risk, high-poverty settings — related
• In a cluster-randomized trial of secondary school teachers, changes over time on well-being, mental-health, and mechanism outcomes significantly differed between instructor-led and self-taught mindfulness training, favoring the instructor-led arm — related