A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680. DOI: 10.3102/0034654315626799 Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. This work is part of the research program, NWO Review Studies, which is partly financed by the Netherlands Organisation for Scientific Research (NWO).Correspondence concerning this article can be sent to Hanke Korpershoek, Groningen Institute for Educational Research (GION), University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, the Netherlands. Email: h.korpershoek@rug.nl. META-ANALYSIS ON EFFECTIVE CLASSROOM MANAGEMENT 2 AbstractThis meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and non-random controlled intervention studies published in the last decade (between 2003 and 2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: those focusing on the teacher, on student behavior, on students' social-emotional development, and on teacher-student relationships. Focusing on the students' social-emotional development appeared to have the largest contribution to the interventions' effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students' academic outcomes benefitted from teacher-focused programs.Keywords: review, meta-analysis, classroom management strategies, classroom management programs, student outcomes META-ANALYSIS ON EFFECTIVE CLASSROOM MANAGEMENT 3 A Meta-Analysis of the Effects of Classroom Management Strategies and ClassroomManagement Programs on Students' Academic, Behavioral, Emotional, and Motivational Ou...

This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The metaanalysis included 82 correlational studies, published in peerreviewed journals between 2000 and 2018. Results revealed, on average, a small positive correlation with academic achievement, and small to moderate positive correlations with motivational outcomes such as mastery goal orientations; with socialemotional outcomes such as self-concept and self-efficacy; and with behavioural outcomes such as behavioural, cognitive, and agentic engagement. A small negative correlation is observed with absence and dropout rates. Similar results are found across different student groups (grade level, SES). Although the results vary to some extent across measurement instruments and region, generally, the results reveal that school belonging plays an important role in students' school life.

In this study, we investigated the school motivation of 7,257 9th grade students in 80 secondary schools across the Netherlands. Using a multiple goal perspective, four motivation dimensions were included: performance, mastery, extrinsic, and social motivation. Our first aim was to identify distinct motivation profiles within our sample, using the four motivation dimensions in a latent class analysis. Our second aim was to investigate the relationships between students' school motivation profiles and several educational outcomes (school commitment, academic self-efficacy, and academic achievement). The 6-cluster solution model best fitted the data. We found two clusters of students with consistent response patterns across all four motivation scales (well above and well below the average scores, respectively), two clusters of which one showed relatively high scores on mastery and social motivation and the other on performance and extrinsic motivation, and two clusters with extremely low scores on performance motivation and to a lesser extent on extrinsic motivation. The results revealed notable differences in school commitment and academic self-efficacy across the six clusters, but not with regard to academic achievement.

Little is known about the determinants of teachers' psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. In this paper, teachers' occupational attributes (i.e. professional and personal characteristics) were investigated as determinants. Henceforth, the Educator Motivation and Attribute Profile (EdMAP) scales were used to describe the nature of 1,109 Hong Kong primary and secondary school teachers' occupational attributes. Furthermore, the relationships with the teacher outcomes were investigated. Construct validity and reliabilities of the EdMAP scales were satisfactory. The results showed positive associations between teachers' occupational attributes and their wellbeing, job satisfaction, and self-concept, and negative associations with quitting intentions. Keywords: teachers' occupational attributes; psychological wellbeing; job satisfaction; occupational self-concept; quitting intentions as their mood, job satisfaction, organizational commitment, and reduced emotional exhaustion (Van Horn, Taris, Schaufeli, & Schreurs, 2004). Teacher wellbeing also has an effect on their students. Students of satisfied teachers and of teachers who are psychologically well are more likely to attain than students whose teachers are dissatisfied or emotionally exhausted (Author, 2016 [details removed for peer review]; Day, 2008; Park, 2005).In this context, a number of researchers have noted the importance of teaching commitment to enhancing the effectiveness of teachers, teachers' psychological wellbeing, and a diminution in their drop-out intentions (Author, 2015a, b; Author, in press; Author, 2015 [details removed for peer review]). An examination of the teacher attributes that have high psychological wellbeing, job satisfaction, occupational self-concept, and low intentions of leaving the profession provides a further insight into the teacher characteristics that might result in longterm commitment to the teaching profession. Teachers' commitment to their profession is associated with their self-efficacy beliefs, for example, believing that they could empower their students (Bogler & Somech, 2004). In turn, having strong self-efficacy beliefs may also protect teachers against attrition (Hong, 2012). Other studies found that, the stronger teachers' commitment to their profession, the higher their self-efficacy for classroom management, instructional strategies, and student engagement (Chan, Lau, Nie, Lim, & Hogan, 2008;Klassen, & Chiu, 2011). More recent studies identified self-efficacy as the most significant factor in teachers' professional wellbeing, as well as job satisfaction and recognition (Yildirim, 2015). The importance of teaching efficacy has also been highlighted by Renshaw, Long, and Cook (2015), showing that teaching efficacy, joy of teaching, and school connectedness identify the level of teachers' subjective wellbeing. In turn, emotional characteristics such as hope and gratitude to some extent predict teachers' life satisfaction (Chan, 2009(Chan, , 2011(Chan, , 2013...

This study investigates the joint impact of personality characteristics and self-efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre-clinical years. The students' grade point average scores at high school were included as control variable in our explanatory models. Based on previous findings in the literature, we selected self-discipline, social activity and emotional stability from the Five Factor Model of Personality as predictor variables. Furthermore, following the social cognitive theory of Bandura, we added self-efficacy (students' belief in their academic skills) as an additional predictor. The logistic regression analyses confirmed the importance of self-discipline (positively related) and social activity (negatively related) for these students' perceived academic achievement. Additionally, we found a positive contribution of self-efficacy. The results of this study (as discussed in the final sections) have implications for support programmes in the practical field.

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Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science-oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined 6033 students in upper secondary education, including 720 students who took their FSE in advanced mathematics, chemistry and physics. The results show that the latter group (and in particular the girls in that group) had higher scores on math ability than students who chose other examination subjects. Regression analyses demonstrated the relative importance of math ability and achievement motivation for attainment in these science subjects. However, an expected positive effect of homework time as well as possible mediating and moderating effects of the predictors could not be confirmed.

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