Prosocial Skills Causally Mediate the Relation between Effective Classroom Management and Academic Competence: An Application of Direction Dependence Analysis

Autor/inn/en	Wiedermann, Wolfgang; Reinke, Wendy M.; Herman, Keith C.
Titel	Prosocial Skills Causally Mediate the Relation between Effective Classroom Management and Academic Competence: An Application of Direction Dependence Analysis
Quelle	In: Developmental Psychology, 56 (2020) 9, S.1723-1735 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001087
Schlagwörter	Prosocial Behavior; Interpersonal Competence; Classroom Techniques; Causal Models; Academic Achievement; Elementary School Students; Primary Education; Urban Schools; Skill Development; Intervention; Coaching (Performance); Student Behavior + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Klassenführung; Kausalanalyse; Schulleistung; Primarbereich; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kompetenzentwicklung; Qualifikationsentwicklung; Student behaviour; Schülerverhalten
Abstract	Direction dependence analysis (DDA) is a recently developed method that addresses the need for more sophisticated tools to evaluate causal mechanisms of developmental processes and interventions. The present study applied DDA to evaluate the hypothesized mediators of a classroom behavior management training program on student academic competence. The study involved a group randomized controlled trial with 105 teachers and 1,818 students (K-3rd grade) in a large urban school district in the United States. Analyses revealed only student prosocial skill development causally mediated the intervention's effects on student academic competence. The findings support the importance of explicit instruction and coaching of student social skills as part of classroom behavior management programs and confirm the causal link between prosocial skills and academic success. The findings are discussed with regard to implications for future applications of DDA in developmental research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01