Please use this identifier to cite or link to this item:
http://hdl.handle.net/10497/486
Title: | Control and care: The complementary roles in classroom management |
Authors: | Issue Date: | 2008 |
Citation: | Paper presented at the 2008 Annual Meeting of the American Educational Research Association, New York, 2008 |
Abstract: | 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. |
URI: | Project number: | Core - Panel 2 |
Website: |
Appears in Collections: | CRPP - Conference Papers |
Files in This Item:
File | Description | Size | Format | |
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CORE_Conf08(AERA)_NieLau.pdf | Full Text | 86.87 kB | Adobe PDF | View/Open |
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