Change in Teacher-Student Relationship Quality during a Tier-One Character Education Intervention
DOI:
https://doi.org/10.14738/assrj.117.17321Abstract
The rise in students’ mental health struggles and declining rates of prosocial behavior in schools has resulted in increased attention on the social, emotional, and behavioral aspects of schooling. Within the broader category of social-emotional learning, character education includes a focus on students’ intrinsic values and ways of thinking related to achieving their goals and developing personal relationships. One increasingly popular, yet under-researched, character education program for school-aged students is the Positivity Project (P2). The P2 program is a universal professional development intervention focused on the 24 unique character strengths from positive psychology. The purpose of the current study was to implement a quasi-experimental design to examine the association between teachers’ use of P2 and changes in teacher-student relationship quality. Results suggested significant effects, with increases in closeness and decreases in conflict, yielding moderate effect sizes. Implications for practice and research are discussed.
References
Bastounis, A., Gallaghan, P., Banerjee, A., & Michail, M. (2016). The effectiveness of the Penn Resiliency Programme (PRP) and its adapted versions in reducing depression and anxiety and improving explanatory style: A systematic review and meta-analysis. Journal of Adolescence, 52, 37-48. https://doi.org/10.1016/j.adolescence.2016.07.004
Bradshaw, C. P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10, 100-115. https://doi.org/10.1007/s11121-008-0114-9
Brdar, I., & Kashdan, T. (2010). Character strengths and well-being in Croatia: An empirical investigation of structure and correlates. Journal of Research in Personality, 44(1), 151-154. https://doi.org/10.1016/j.jrp.2009.12.001
Brunwasser, S. M., Gillham, J. E., & Kim, E. S. (2009). A meta-analytic review of the Penn resiliency program's effect on depressive symptoms. Journal of Consulting and Clinical Psychology, 77, 1042-1054. https://doi.org/10.1037/a0017671
Collaborative for Academic, Social, and Emotional Learning. (2007). Youth and schools today: Why SEL is needed. Chicago, IL: Author.
Garwood, J. D. (2024). Change in Teacher-Student Relationship Quality During a Tier-One Character Education Intervention. Advances in Social
Collaborative for Academic, Social, and Emotional Learning. (2010). Congressman Ryan discusses early college and social and emotional learning with Secretary Duncan [video file]. Retrieved from http://www.youtube.com/watch?v=_PTZcty1G5A.
Diener, E. (2009). Positive psychology: Past, present, and future. In S. J. Lopez & C. R. Snyder (Eds.), The Oxford handbook of positive psychology (2nd ed., pp. 7-11). Oxford University Press.
Domitrovich, C. E., Pas, E. T., Bradshaw C. P., Becker, K. D., Keperling, J. P., Embry, D. D., & Ialongo, N. (2015). Individual and school organizational factors that influence implementation of the PAX Good Behavior Game intervention. Prevention Science, 16, 1064-1074. https://doi.org/10.1007/s11121-015-0557-8
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3-4), 327-350. https://doi.org/10.1007/s10464-008-9165-0
Elias, M., White, G., & Stepney, C. (2014). Surmounting the challenges of improving academic performance: Closing the achievement gap through social-emotional and character development. Journal of Urban Learning, Teaching, and Research, 10, 14-24.
Elliott, S. N., Witt, J. C., Galvin, G. A., & Peterson, R. (1984). Acceptability of positive and reductive interventions: Factors that influence teachers’ decisions. Journal of School Psychology, 22(4), 353-360. https://doi.org/10.1016/0022-4405(84)90022-0
Flückiger, C., Del Re, A. C., Wampold, B. E., & Horvath, A. O. (2018). The alliance in adult psychotherapy: A metaanalytic synthesis. Psychotherapy, 55(4), 316-340. https://doi.org/10.1037/pst0000172
Garwood, J. D. (2022). Character education to improve students’ sense of relatedness: Preliminary findings from The Positivity Project. International Journal of Education, 14(2), 119-136.
Gillham, J. E., Brunwasser, S.M., & Freres, D. R. (2008). Preventing depression in early adolescence: The Penn resiliency program. In J. R. Z. Abela, & B. L. Hankin (Eds.), Handbook of depression in children and adolescents (pp. 309-333). Guilford Press.
Gunter, L., Caldarella, P., Korth, B. B., & Young, K. R. (2012). Promoting social and emotional learning in preschool students: A study of Strong Start Pre-K. Early Childhood Education Journal, 40, 151-159. https://doi.org/10.1007/s10643-012-0507-z
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301
Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665-679. https://doi.org/10.1007/s10802-005-7646-2
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
Jeynes, W. H. (2019). A meta-analysis on the relationship between character education and student achievement and behavioral outcomes. Education and Urban Society, 51(1), 33-71.
Johnson, K. P. (2020). A preliminary meta-analysis of character education research. (Publication No. 27997378) [Fairleigh Dickinson University] ProQuest Dissertations and Theses Global.
Jones, S. M., & Doolittle, E. J. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27(1), 3-11. https://doi.org/10.1353/foc.2017.0000 243
Kincade, L., Cook, C., & Goerdt, A. (2020). Meta-analysis and common practice elements of universal approaches to improving student-teacher relationships. Review of Educational Research, 90(5), 710-748.
Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72(5), 1579-1601. https://doi.org/10.1111/1467-8624.00366
Larson, M., Cook, C. R., Fiat, A., & Lyon, A. R. (2018). Stressed teachers don’t make good implementers: Examining the interplay between stress reduction and intervention fidelity. School Mental Health, 10, 61-76. https://doi.org/10.1007/s12310-018-9250-y
Low, S., Van Ryzin, M. J., Brown, E. C., Smith, B. H., & Haggerty, K. P. (2014). Engagement matters: Lessons from assessing classroom implementation of steps to respect: A bullying prevention program over a one-year period. Prevention Science, 15, 165-176. https://doi.org/10.1007/s11121-012-0359-1
Luo, L., Riechow, B., Snyder, P., Harrington, J., & Polignano, J. (2022). Systematic review and meta-analysis of classroom-wide social-emotional interventions for preschool children. Topics in Early Childhood Special Education, 42(1), 4-19. https://doi.org/10.1177/0271121420935579
Martens, B. K., Peterson, R. L., Witt, J. C., & Cirone, S. (1986). Teacher perceptions of school-based interventions. Exceptional Children, 53(3), 213-223. https://doi.org/10.1177/001440298605300303
Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student relationships as compensatory resources for aggressive children. Child Development, 74(4), 1145-1157. https://doi.org/10.1111/1467-8624.00598
Murray, C., & Greenberg, M. T. (2001). Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities. Psychology in the Schools, 38(1), 25-41. https://doi.org/10.1002/1520-6807(200101)38:1%3C25::aid-pits4%3E3.0.co;2-c
Owens, R. L., & Waters, L. (2020). What does positive psychology tell us about early intervention and prevention with children and adolescents? A review of positive psychological interventions with young people. Journal of Positive Psychology, 15(5), 588- 597. https://doi.org/10.1080/17439760.2020.1789706
Peterson, C., & Seligman, M. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press.
Pianta, R. (2001). Student–Teacher Relationship Scale–Short Form. Psychological Assessment Resources, Inc.
Poling, D., Van Loan, C. L., Garwood, J. D., Zhang, S., Riddle, D. (2022). Enhancing teacher- student relationship quality: A narrative review of school-based interventions. Educational Research Review, 37, 14-59. https://doi.org/10.1016/j.edurev.2022.100459
Poulou, M. S. (2017a). Social and emotional learning and teacher-student relationships: Preschool teachers’ and students’ perceptions. Early Childhood Education Journal, 45, 427-435. https://doi.org/10.1007/s10643-016-0800-3
Poulou, M. S. (2017b). An examination of the relationship among teachers' perceptions of social emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties, International Journal of School & Educational Psychology, 5(2), 126-136. https://doi.org/10.1080/21683603.2016.1203851
Quin, D. (2017). Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345 387. https://doi.org/10.3102/0034654316669434 244
Raley, S. K., Shogren, K. A., & Cole, B. P. (2021). Positive psychology and education of students with disabilities: The way forward for assessment and intervention. Advances in Neurodevelopmental Disorders, 5, 11-20. https://doi.org/10.1007/s41252-020-00181-8
Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A. A., Curby, T. W., & Abry, T. (2015). To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170-185. https://doi.org/10.1037/a0037252
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Affective teacher–student relationships and students’ engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239-261. https://doi.org/10.17105/spr-2017-0035.v46-3
Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14(2), 118-128.
Seligman, M.E.P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037//0003-066x.55.1.5
Sutherland, K. S., McLeod, B. D., Conroy, M. A., & Cox, J. R. (2013). Measuring implementation of evidence-based programs targeting young children at risk for emotional/behavioral disorders: Conceptual issues and recommendations. Journal of Early Intervention, 35(2), 129-149. https://doi.org/10.1177/1053815113515025
Taylor, R. D., Oberle, E., Durlak, J., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156-171. https://doi.org/10.1111/cdev.12864
Van Loan, C. L., & Garwood, J. D. (2020a). Facilitating high-quality relationships for students with emotional and behavioral disorders in crisis. Intervention in School and Clinic, 55(4), 253-256.
Van Loan, C. L., & Garwood, J. D. (2020b). Measuring relationships between adolescents with emotional and behavioral disorders and their teachers: A psychometric report. Assessment for Effective Intervention, 45(2), 144-150. https://doi.org/10.1177/1534508418786779
Voegler-Lee, M. E., & Kupersmidt, J. B. (2011). Intervening in childhood social development. In P. K. Smith & C. H. Hart (Eds.), The Wiley-Blackwell handbook of childhood social development (2nd ed., pp. 605–626). Malden, MA: Blackwell Publishing Ltd.
Wanless, S. B., & Domitrovich, C. E. (2015). Readiness to implement school-based social emotional learning intervention: Using research on factors related to implementation to maximize quality. Prevention Science, 16, 1037-1043. https://doi.org/10.1007/s11121-015-0612-5
What Works Clearinghouse (2022). What Works Clearinghouse procedures and standards handbook, version 5.0. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance (NCEE).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Justin D. Garwood
This work is licensed under a Creative Commons Attribution 4.0 International License.
