Meta-analysis and common practice elements of universal approaches to improving student-teacher relationships

Meta-analysis and common practice elements of universal approaches to improving student-teacher relationships

Authors
Kincade, L. Cook, C. Goerdt, A.
Year
2020
Journal
Review of Educational Research
Volume
90
Pages
710-748
Past research has shown student-teacher relationships (STRs) are associated with student outcomes, including improvements in academic achievement and engagement and reductions in disruptive behaviors, suspension, and risk of dropping out. Schools can support STRs universally and systematically by implementing universal, school-wide, and class-wide programs and practices that aim to facilitate high-quality STRs. This study applied meta-analytic and common element procedures to determine effect sizes and specific practices of universal approaches to improving STRs. The universal programs with the largest effects were Establish-Maintain-Restore and BRIDGE. Other programs demonstrated moderate effects in one study, with combined effect sizes revealing smaller effects. The common elements procedure identified 44 practices teachers can implement to promote positive STRs, with 14 proactive and direct practices. Programs with the largest effects, in general, contained the most proactive and direct practices for improving STRs. Implications of these findings and future research recommendations are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

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Type of intervention

Preventive- and Promotive Health Interventions

Topic

Mental Health Problems and Disorders

Behavior Problems

Externalizing Behaviors / Challenging Behaviors

Development and Life Coping Skills

Social skills

Self-esteem

Stress Management and Self-regulation

School Performance

Intervention

The organization of interventions

School/Preschoolbased Interventions

Age group

School Aged Children (6-12 years)

Adolescents (13-18 years)

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