The efficacy of a relationship building intervention in 5th grade |
| |
| Institution: | 1. Arizona State University, P.O. Box 853701, Tempe, AZ 85287, United States;2. University of Richmond, 28 Westhampton Way, Richmond, VA 23173, United States;3. University of Nebraska-Lincoln, P.O. Box 830858, Lincoln, NE 68583, United States;1. Johns Hopkins University, Bloomberg School of Public Health, Department of Mental Health, 624 N. Broadway Ave., Baltimore, MD 21205, United States;2. Johns Hopkins School of Medicine, Department of Psychiatry and Behavioral Sciences, 550 N Broadway, 9th Floor, Baltimore, MD 21205, United States;3. Smith College, Department of Psychology, 10 Elm Street, Bass 218, Northampton, MA 01063, United States;4. Council for the Accreditation of Educator Preparation, 1140 19th St NW, Suite 400, Washington, DC 20036, United States;1. Department of Psychology, University of Richmond, 28 Westhampton Way, Richmond, VA 23173, USA;2. Department of Psychology, Oxford College of Emory University, 810 Whatcoat Street, Oxford, GA 30054, USA;1. Roehampton University, United Kingdom;2. Université du Québec à Montréal, Canada;3. Cégep Régional de Lanaudière à Joliette, Canada;1. Department of Counseling and Human Development, University of Louisville, Louisville, KY, USA;2. Department of Educational Leadership, Evaluation and Organizational Development, University of Louisville, Louisville, KY, USA |
| |
| Abstract: | The present study reports initial efficacy data for a new school-based intervention – the Relationship Building Intervention (RBI) – that includes a series of teacher-facilitated, structured activities designed to promote positive peer relationships and inclusive classroom communities. The RBI was evaluated in fifth-grade classrooms by estimating multilevel model (MLM) analyses of covariance (ANCOVA) comparing 368 fifth-grade students in intervention classrooms with 259 fifth-graders in control classrooms on social behaviors, perceptions of classroom connectedness, and academic performance. Controlling for pretest scores, cohort, and demographic variables, findings revealed that students who participated in the RBI liked school more, felt a greater sense of classroom identification and inclusion, were perceived by teachers to be less aggressive, and performed better academically than students who were in control classrooms. Further, implementation data showed that students and teachers responded positively to the activities. These results suggest that the RBI is a promising approach for improving the social and learning environment in fifth-grade classrooms. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
