Classroom management interventions in primary education show small but significant average effects (g = 0.22) on academic, behavioral, and social-emotional outcomes but not on motivational outcomes¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q4·i1small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i1 Across 54 controlled intervention studies, classroom management strategies and programs produced small but significant average effects (average g = 0.22) on all outcomes except motivational outcomes. → Korpershoek 2016
Evidence¶
Korpershoek 2016¶
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes. Review of Educational Research, 86(3), 643-680. https://doi.org/10.3102/0034654315626799
q4 · i1 · quant-synthesis · r2
The meta-analysis pooled 54 random and nonrandom controlled intervention studies published 2003–2013 in primary education, reporting "small but significant effects (average g = 0.22)" on all outcome domains except motivational outcomes.
"Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes."
Discussion¶
Related Claims¶
- Teachers' universal classroom management practices significantly reduce problem classroom behavior (mean classroom ES = 0.80, ICC=.05) — the general claim this finding bears on, with the studies behind it
- Programs focusing on students' social-emotional development contribute most to classroom management intervention effectiveness, especially on social-emotional outcomes — related
- First Step to Success shows potentially positive but not statistically significant effects on emotional/internal behavior (effect size 0.26) — related
- First Step to Success shows potentially positive effects on social outcomes (average improvement index +23) — related
- Students' academic outcomes tentatively benefit from teacher-focused classroom management programs — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
classroom-management-small-significant-effects-g022 |
title |
Classroom management interventions in primary education show small but significant average effects (g = 0.22) on academic, behavioral, and social-emotional outcomes but not on motivational outcomes |
description |
Classroom management interventions in primary education show small but significant average effects (g = 0.22) on academic, behavioral, and social-emotional outcomes but not on motivational outcomes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-14 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — korpershoek-2016 |
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