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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 0000-0003-2570-5384)
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
FullText Text:
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  Data: Teacher Perceptions of Past Classroom Behaviors Influence Adolescents' Receptivity and Responsiveness to a Belonging Intervention
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  Data: <searchLink fieldCode="AR" term="%22Jaymes+Pyne%22">Jaymes Pyne</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2570-5384">0000-0003-2570-5384</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2024 46(1):82-105.
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  Data: 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
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  Data: Y
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  Data: 24
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  Data: 2024
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  Data: Institute of Education Sciences (ED)
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  Data: R305A110136<br />R305C050055
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Reaction%22">Student Reaction</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Membership%22">Group Membership</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Background%22">Socioeconomic Background</searchLink>
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  Data: 10.3102/01623737231154605
– Name: ISSN
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  Data: 0162-3737<br />1935-1062
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2024
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  Data: EJ1408867
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1408867
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        Value: 10.3102/01623737231154605
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      – Text: English
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    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Reaction
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      – SubjectFull: Group Membership
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Intervention
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      – SubjectFull: Student Adjustment
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Emotional Response
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      – SubjectFull: Grade Point Average
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      – SubjectFull: Student Experience
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Socioeconomic Background
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      – TitleFull: Teacher Perceptions of Past Classroom Behaviors Influence Adolescents' Receptivity and Responsiveness to a Belonging Intervention
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