The induction did not increase teachers' perceived similarity with focal students¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i0 negligible
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Treatment teachers did not perceive greater similarity with their focal students than control teachers (Cohen's d = -0.07, 95% CI -0.51 to 0.36); the printed effect is negligible and the interval spans zero. → Gehlbach 2021

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 · i0 · causal · r3

Preregistered regression from the results robustness table on the 6-item perceived similarity scale. The estimate was Cohen's d = -0.07, "-0.07 (-0.51, 0.36)", a null result for hypothesis B; equivalence was not tested.

"Similarity 80/80/9 -0.07 (-0.51, 0.36)"

Discussion¶

Related Claims¶

• No significant effect on focal students' perceived relationship negativity — related
• The social perspective taking induction increased treatment teachers' effort to understand their focal students (Cohen's d = 0.51) — related
• The induction improved treatment teachers' relationships with focal students: more positivity (Cohen's d = 0.41) and less negativity (Cohen's d = -0.52) — related
• Students of treatment teachers perceived more positive relationships with their teachers (Cohen's d = 0.82) — related
• Focal students of treatment teachers attained higher course competency scores (Cohen's d = 0.45) — related
• Adding a cross-factor composite from a teacher study yields r = .079, still with an interval including zero, and latent profiles reveal over- and underestimation of competence — related