Effects of a classroom management intervention on student selective attention: results from a randomized controlled trial

Keilow, Maria; Holm, Anders; Friis-Hansen, Mette; Kristensen, Rune Müller

doi:10.1080/09243453.2018.1557701

Cited by 11 publications

(9 citation statements)

References 39 publications

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“…Moreover, we analyzed the effect of SA on arithmetic achievement and found positive relationships between the SA of students who benefited from the program and their arithmetic achievement. These results confirm the proximal relationship between SA and arithmetic achievement competency, as reported by previous research [ 27 , 28 , 29 ]. In sum, despite preliminary findings, current results are important to help educators and school administrators reflect on the need for the use of effective strategies to promote SR and attentional control competencies in school settings.…”

Section: Discussionsupporting

confidence: 92%

“…Acknowledging the close relationship of SA and academic achievement [ 13 , 27 , 28 , 29 ], particularly with arithmetic word problems; we analyzed the effect of SA on arithmetic performance. An ANOVA unifactorial was conducted to this end.…”

Section: Resultsmentioning

confidence: 99%

“…What is more, and following the Cooley and Morris model, SA is considered a prerequisite for academic achievement and holds a close link with mathematics performance [ 13 , 27 , 28 , 29 ], specifically with arithmetic word problems. In fact, from the different strands of math competency, e.g., algorithmic computation [ 30 ], arithmetic word problems seem to an optimal domain to better analyze SA function.…”

Section: Introductionmentioning

confidence: 99%

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Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

et al. 2021

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Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school-based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices.

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Section: Discussionsupporting

confidence: 92%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

et al. 2021

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“…Keilow et al ( 2019 ) evaluated the effectiveness of teacher-targeted Inclusive and Appreciative Classroom Management (IACM) intervention on first-grade children's selective attention. Teachers participating in the intervention received instructions on managing and positively reinforcing appropriate student behaviour through classroom rules and regulation (i.e., classroom organisation ).…”

Section: Resultsmentioning

confidence: 99%

“…Keilow et al (2019) evaluated the effectiveness of teachertargeted Inclusive and Appreciative Classroom Management (IACM) intervention on first-grade children's selective attention.…”

mentioning

confidence: 99%

Strengthening Executive Function and Self-Regulation Through Teacher-Student Interaction in Preschool and Primary School Children: A Systematic Review

et al. 2021

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Executive functions (EF) and self-regulation (SR) are fundamental for children's learning, school functioning and academic achievement. EF/SR fail to develop to its full potential if contextual stimulation is not adequately presented. This is evident in the training programmes directly and exclusively targeting EF/SR stimulation, which lack durable and transferable effects. Therefore, recent research has shifted the attention towards malleable environmental factors; more specifically, to the role of school and classroom environment as an important developmental context for promoting children's EF/SR skills and, in turn, their cognition and behaviour. Numerous observational studies have shown a correlation between the quality of teacher-student relationship (TSR) at the dyadic level or teacher-student interaction (TSI) at the classroom level and children's EF/SR skills. To explore the direction of this association, the objective of this systematic literature review was to examine the causal effect of experiments and interventions that aim to improve children's EF/SR by manipulating the TSI. Overall, the results from 18 included studies indicated that children in treatment groups show higher gains, albeit small-sized, in EF/SR performance compared to controls. Furthermore, TSI manipulation seemed to affect children's SR skills more strongly than children's EF skills. More importantly, the findings revealed the largest effects of these manipulations in children considered vulnerable or disadvantaged, suggesting that the cognitive deficits can be minimised if these children are supported appropriately. Given high study heterogeneity, this review highlights the need for more research (and interventions) explicitly investigating TSI and TSR and their potential impact on EF and SR in children. This study aims to provide information as to which specific aspects need to be examined more closely, instructing further development and implementation of efficient and effective interventions in education.

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Social Support From Parents and Teachers and Adolescents’ Subjective Well‑Being: Mediating Effect of Cognitive Regulatory Learning and Academic Procrastination

2022

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Effects of a classroom management intervention on student selective attention: results from a randomized controlled trial

Cited by 11 publications

References 39 publications

Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

Strengthening Executive Function and Self-Regulation Through Teacher-Student Interaction in Preschool and Primary School Children: A Systematic Review

Social Support From Parents and Teachers and Adolescents’ Subjective Well‑Being: Mediating Effect of Cognitive Regulatory Learning and Academic Procrastination

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