Teacher Perceptions of Past Classroom Behaviors Influence Adolescents' Receptivity and Responsiveness to a Belonging Intervention
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| Title: | Teacher Perceptions of Past Classroom Behaviors Influence Adolescents' Receptivity and Responsiveness to a Belonging Intervention |
|---|---|
| Language: | English |
| Authors: | Jaymes Pyne (ORCID |
| Source: | Educational Evaluation and Policy Analysis. 2024 46(1):82-105. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A110136 R305C050055 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Student Behavior, Teacher Attitudes, Student Reaction, Group Membership, Interpersonal Relationship, Intervention, Student Adjustment, Psychological Patterns, Emotional Response, Grade Point Average, Student Diversity, Student Experience, Teacher Student Relationship, Socioeconomic Background |
| DOI: | 10.3102/01623737231154605 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | This study shows how receptivity and responsiveness can influence the efficacy of an intervention helping adolescents reappraise worry or uncertainty following the difficult transition to middle school. The intervention was implemented at-scale in a diverse sample of sixth-grade public school district students followed through eighth grade (N = 1,180; 41% Black or Latinx; 44% low socioeconomic status). Results suggest the intervention's effects on grade point average are confined to a racially and socioeconomically diverse subgroup of adolescents who had high teacher evaluations of their classroom behaviors in kindergarten that declined over the early elementary school years (i.e., "Disengagers"). These findings suggest that adolescents' past school experiences with educators may bound the extent to which interventions can promote success in school. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | EJ1408867 |
| Database: | ERIC |
| Abstract: | This study shows how receptivity and responsiveness can influence the efficacy of an intervention helping adolescents reappraise worry or uncertainty following the difficult transition to middle school. The intervention was implemented at-scale in a diverse sample of sixth-grade public school district students followed through eighth grade (N = 1,180; 41% Black or Latinx; 44% low socioeconomic status). Results suggest the intervention's effects on grade point average are confined to a racially and socioeconomically diverse subgroup of adolescents who had high teacher evaluations of their classroom behaviors in kindergarten that declined over the early elementary school years (i.e., "Disengagers"). These findings suggest that adolescents' past school experiences with educators may bound the extent to which interventions can promote success in school. |
|---|---|
| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737231154605 |
