IY TCM improves elementary students' emotional regulation¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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.
q3 i? Students in IY TCM classrooms showed significant improvement in emotional regulation compared to control students (b = -0.16, p < .01, E.S. = -.14 on the Poor Emotional Regulation subscale). → Reinke 2014
Evidence¶
Reinke 2014¶
Reinke, W. M., Herman, K. C., & Dong, N. (2014). The Incredible Year Teacher Classroom Management Program: Initial Findings from a Group Randomized Control Trial. SREE Spring 2014 Conference. https://eric.ed.gov/?id=ED563013
q3 · i? · causal · r2
Hierarchical linear model analysis of the TOCA-C Poor Emotional Regulation subscale in the cluster randomized trial; the negative coefficient reflects reduced poor emotional regulation, reported as "emotional regulation (b = -0.16, p < .01, E.S. = -.14)". The article prints E.S. = -.14 but no standardized metric, so impact is coded null.
"emotional regulation (b = -0.16, p < .01, E.S. = -.14), and social competence (b = 0.14, p < .05, E.S. = .13) compared to students in the control condition"
Discussion¶
Learner Variables¶
- Affect Regulation — outcome: instruction changes it
- Emotional Intelligence — outcome: instruction changes it
Related Claims¶
- IY TCM improves elementary students' social competence — related
- IY TCM shows no significant effects on disruptive behavior or concentration problems — related
- Distributional re-analysis of the IY TCM trial reveals a general decrease in average disruptive behavior for at-risk students that the traditional mean-focused analysis did not detect — related
- IY TCM teachers implement higher rates of proactive classroom management strategies over time than control teachers — related
- The IY TCM program increased teacher-reported prosocial behavior and overall social competence (d = 0.13 each) — related
- The IY TCM program reduced teacher-reported student emotional dysregulation compared to control classrooms (d = −0.14) — possibly the same claim (merge candidate)
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