Programs focusing on students' social-emotional development contribute most to classroom management intervention effectiveness, especially on social-emotional outcomes¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Among the four coded strategy categories, focusing on students' social-emotional development appeared to have the largest contribution to intervention effectiveness, particularly on social-emotional 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 · i? · quant-synthesis · r?

Moderator analysis across the 54 included studies, with programs coded for presence/absence of four strategy categories; the review reports social-emotional focus had "the largest contribution to the interventions’ effectiveness". No separate effect size is printed for this moderator in the supplied text.

"Focusing on the students’ social-emotional development appeared to have the largest contribution to the interventions’ effectiveness, in particular on the social-emotional outcomes."

Discussion¶

Learner Variables¶

• Emotional Intelligence — moderator: an instructional effect differs with it

Related Claims¶

• 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 — related
• SEL programs improve social emotional skills — related
• Students' academic outcomes tentatively benefit from teacher-focused classroom management programs — related
• Universal school-based SEL programs improve students' behaviour, with a small and, in recent randomised trials, negligible effect on academic achievement — related
• Specific training was associated with more advanced strategy use, but most teachers used strategies inconsistently and generically — related