Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/486
Title: 
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

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