Teaching Self-Management Strategies to Upper-Elementary Students: Evidence of Promise from the "We Have Choices" Program

Autor/inn/en	Smolkowski, Keith; Marquez, Brion; Marquez, Jessie; Vincent, Claudia; Pennefather, Jordan; Walker, Hill; Strycker, Lisa A.
Titel	Teaching Self-Management Strategies to Upper-Elementary Students: Evidence of Promise from the "We Have Choices" Program
Quelle	(2022), (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smolkowski, Keith) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Self Management; Elementary School Students; Program Effectiveness; Student Behavior; Behavior Problems; Intervention; Program Evaluation; Behavior Change; Grade 4; Grade 5; Grade 6; Screening Tests; Child Behavior; Questionnaires; Self Efficacy; Elementary School Teachers; California; Oregon; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Selbstmanagement; Student behaviour; Schülerverhalten; Programme evaluation; Programmevaluation; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Screening-Verfahren; Fragebogen; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	Student behavior problems in general-education classrooms present a major barrier to effective teaching. Behavior challenges, such as disruptions, noncompliance, and peer conflicts, reduce instructional time, whereas prosocial behaviors, such as paying attention, being ready to work, asking for help, participating in class, and completing homework, improve academic performance. Most interventions developed to address student behavior problems were not designed for general-education students in typical classrooms. The purpose of this paper is to present preliminary results from a novel intervention developed to enhance behavioral self-management skills among all upper-elementary students in general-education classrooms. "We Have Choices," a universal intervention, was designed to increase students' capacity to make appropriate behavioral choices and decrease teachers' responsibility by transferring behavior management to students. An initial randomized controlled trial with 86 fourth- to sixth-grade teachers and 2,055 students suggested that "We Have Choices" was associated with improvements in student-reported use of self-management strategies, teacher-reported student prosocial behavior, and teacher-reported self-efficacy in behavior management and instruction. Teachers gave the program high scores for social validity, suggesting a good fit for their classrooms. [This is the online version of an article published in "Psychology in the Schools."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01