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Control and care: The complementary roles in classroom management
Issue Date: 
Paper presented at the 2008 Annual Meeting of the American Educational Research Association, New York, 2008
This study examined how classroom management practices—teachers’ control and care—were
differentially associated with students’ engagement, misbehavior, and satisfaction with school, using a large representative sample of 3196 Grade 9 students from 117 classes. Results of hierarchical linear modeling showed differential relations: After controlling for students’ gender
and socioeconomic status, both control and care were positively related to student engagement. Moreover, control was a significant negative predictor of classroom misbehavior and care was a significant positive predictor of satisfaction with school. Our findings underscore the importance of blending teacher control and care to achieve multiple goals of classroom management.
Project number: 
Core - Panel 2
Appears in Collections:CRPP - Conference Papers

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