The induction improved treatment teachers' relationships with focal students: more positivity (Cohen's d = 0.41) and less negativity (Cohen's d = -0.52)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Treatment teachers perceived more positive teacher-student relationships with their focal students than control teachers (Cohen's d = 0.41, 95% CI 0.01-0.86). → Gehlbach 2021 q3 i2 Treatment teachers perceived less negative teacher-student relationships with their focal students than control teachers (Cohen's d = -0.52, 95% CI -0.94 to -0.10). → Gehlbach 2021 (2)

Evidence¶

Gehlbach 2021¶

Gehlbach, H., Mascio, B., & McIntyre, J. (2021). Social perspective taking: A professional development induction to improve teacher-student relationships and student learning. Journal of Educational Psychology (in press). https://osf.io/suhvj/

q3 · i2 · causal · r3

Preregistered regression from the results robustness table using estimated factor scores and wild-bootstrap standard errors. The teacher TSR-positivity treatment effect was Cohen's d = 0.41, "0.41 (0.01, 0.86)", with similar estimates across robustness checks.

"TSR-positivity 79/80/9 0.41 (0.01, 0.86)"

Gehlbach 2021 (2)¶

Gehlbach, H., Mascio, B., & McIntyre, J. (2021). Social perspective taking: A professional development induction to improve teacher-student relationships and student learning. Journal of Educational Psychology (in press). https://osf.io/suhvj/

q3 · i2 · causal · r3

Preregistered regression from the results robustness table for the teacher TSR-negativity subscale. The estimate was Cohen's d = -0.52, "-0.52 (-0.94, -0.10)", indicating treatment teachers perceived less negativity, robust across specifications including a cross-classified estimate of -0.87.

"TSR-negativity 80/9 -0.52 (-0.94, -0.10)"

Discussion¶

Related Claims¶

• Students of treatment teachers perceived more positive relationships with their teachers (Cohen's d = 0.82) — related
• No significant effect on focal students' perceived relationship negativity — related
• The induction did not increase teachers' perceived similarity with focal students — related
• Focal students of treatment teachers attained higher course competency scores (Cohen's d = 0.45) — related
• The social perspective taking induction increased treatment teachers' effort to understand their focal students (Cohen's d = 0.51) — related