A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes

Hanke Korpershoek, Truus Harms, Hester de Boer, Mechteld van Kuijk, Simone Doolaard

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144 Citations (Scopus)
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Abstract

This 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 nonrandom controlled intervention studies published in the past decade (2003–2013). 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: 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.
Original languageEnglish
Pages (from-to)643-680
Number of pages38
JournalReview of Educational Research
Volume86
Issue number3
Early online date25-Jan-2016
DOIs
Publication statusPublished - Sep-2016

Keywords

  • review
  • meta-analysis
  • classroom management strategies
  • classroom management programs
  • student outcomes
  • RANDOMIZED CONTROLLED-TRIAL
  • ALTERNATIVE THINKING STRATEGIES
  • ELEMENTARY-SCHOOL
  • SOCIAL COMPETENCE
  • ANTISOCIAL-BEHAVIOR
  • PREVENTION PROGRAM
  • CHILDRENS BEHAVIOR
  • TRAINING-PROGRAMS
  • PATHS CURRICULUM
  • ZIPPYS FRIENDS

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