Year: 2025
Type: preprint
Study design: Clinical Trial
Abstract: Disruptive behavior in classrooms is a risk factor for students’ learning and well-being as well as for teachers’ well-being and stress. This study examined the effect of a classroom management intervention on students’ and teachers’ perceptions of the classroom behavioral climate in 85 classrooms from Grades 3–4 (1,442 students, 88 teachers) over a 12-week study period. Additionally, we investigated whether the 5-week intervention had secondary effects on students’ and teachers’ self-efficacy and well-being. Both students and teachers reported improvements in students’ concentration on learning and a decrease in classroom disruptions from the baseline to the intervention and post-intervention period. Moreover, positive changes were observed in both students' and teachers' self-efficacy as well as in students’ school-related well-being. The findings indicate that brief in-service teacher training on classroom management can enhance classroom climate and promote well-being in schools, underscoring the need to integrate such training into teacher education programs.
Authors: Pilvi Peura, Heidi Korpipää, Vesa Närhi, Hannu Savolainen, Valtteri Eskola, Emmi Pelkonen, Mika Paananen, Tuija Aro, Tuire Koponen, Miia Sainio, Mikko Aro
Institutions: University of Jyväskylä, University of Eastern Finland
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: gold
OpenAlex ID: W4413897548