No significant effect on focal students' perceived relationship negativity¶

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

Subclaims¶

q3 i? Focal students of treatment teachers did not report significantly less negative teacher-student relationships than focal students of control teachers (d = -0.45, 95% CI -0.98 to 0.11). → 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 · i? · causal · r3

Preregistered student-level regression from the results robustness table on student-reported TSR-negativity. The estimate was "-0.45 (-0.98, 0.11)"; the interval includes zero, so hypothesis F was not supported, though robustness estimates varied in sign.

"TSR-negativity 46/51/- -0.45 (-0.98, 0.11)"

Discussion¶

Related Claims¶

• 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
• The induction did not increase teachers' perceived similarity with focal students — related
• Students of treatment teachers perceived more positive relationships with their teachers (Cohen's d = 0.82) — related
• Higher levels of and stronger increases in perceived negative relationships with teachers are associated with lower levels of and stronger decreases in autonomous academic motivation across the secondary school transition — related
• Focal students of treatment teachers attained higher course competency scores (Cohen's d = 0.45) — related