The Relationship between Teachers' Day-to-Day Classroom Management Practices and Anxiety in Primary School Children: A Systematic Review

Autor/inn/en	Manley, Helen; Tu, En-Nien; Reardon, Tessa; Creswell, Cathy
Titel	The Relationship between Teachers' Day-to-Day Classroom Management Practices and Anxiety in Primary School Children: A Systematic Review
Quelle	In: Review of Education, 11 (2023) 1, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manley, Helen) ORCID (Reardon, Tessa) ORCID (Creswell, Cathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rev3.3385
Schlagwörter	Classroom Techniques; Anxiety; Elementary School Students; Literature Reviews; Anxiety Disorders; Teaching Methods + Suchen Sie Ihr Suchwort? Klassenführung; Angst; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Anxiety problems are common in children and can have profound adverse effects on personal, social and academic life. Almost 40% of anxiety disorders emerge before age 14, making primary schools invaluable settings for prevention and early support of child anxiety. Research indicates that school-based interventions can be costly and difficult to schedule, school staff lack confidence to deliver them effectively, and outcomes are mixed. One solution may be for school staff to adapt and enhance their day-to-day practices to better support children with anxiety. This systematic review aims to summarise what is known about the relationship between teachers' classroom management and anxiety in primary school-aged children. We searched ASSIA, British Education Index, Education Abstracts, Embase, ERIC, MEDLINE, PsycINFO and Scopus in December 2020 and June 2022, using a predefined strategy. We included studies of any design, published in peer-reviewed journals at any time, in any language, reporting associations between day-to-day classroom management strategies/methods and anxiety/internalising outcomes in children aged 4-11 years, taught in mainstream primary schools. Studies were assessed for quality/risk of bias. We identified eight studies (six quantitative, two qualitative) including 4505 children. We found some evidence that authoritarian, controlling and punitive classrooms may be linked to higher levels of anxiety, although, overall, existing evidence indicates either a weak or no association between classroom management and anxiety. This review highlights a paucity of research in this area. Furthermore, variability in design, measures and quality makes drawing firm conclusions difficult. Recommendations for future research are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01