The social perspective taking induction increased treatment teachers' effort to understand their focal students (Cohen's d = 0.51)¶

Claim · All claims
Evidence · 1 study · 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 put more effort into taking their focal student's perspective than control teachers (Cohen's d = 0.51, 95% CI 0.09-0.92). → 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 · i2 · causal · r3

Preregistered field experiment regression on estimated factor scores with wild-bootstrap standard errors, from the results robustness table. The preregistered estimate for teacher SPT effort was Cohen's d = 0.51, "0.51 (0.09, 0.92)", and the effect remained similar across OLS, unit-weighted, FIML, and multilevel reanalyses.

"SPT Effort 80/80/9 0.51 (0.09, 0.92)"

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• 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 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 Social Perspective Taking professional development study was preregistered with its confirmatory analysis plan registered before data examination and unchanged thereafter — related