Teacher Perceptions of Past Classroom Behaviors Influence Adolescents' Receptivity and Responsiveness to a Belonging Intervention

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  • Author(s): Jaymes Pyne (ORCID Jaymes Pyne (ORCID 0000-0003-2570-5384)
  • Language:
    English
  • Source:
    Educational Evaluation and Policy Analysis. 2024 46(1):82-105.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      24
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305A110136
      R305C050055
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      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
    • Accession Number:
      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.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2024
    • Accession Number:
      EJ1408867