The relationship between teachers' day‐to‐day classroom management practices and anxiety in primary school children: A systematic review

Abstract

Anxiety problems are common in children and can have profound adverse effects on personal, social and academic life. Almost 40% of anxiety disorders emerge before age 14, making primary schools invaluable settings for prevention and early support of child anxiety. Research indicates that school-based interventions can be costly and difficult to schedule, school staff lack confidence to deliver them effectively, and outcomes are mixed. One solution may be for school staff to adapt and enhance their day-to-day practices to better support children with anxiety. This systematic review aims to summarise what is known about the relationship between teachers' classroom management and anxiety in primary school-aged children. We searched ASSIA, British Education Index, Education Abstracts, Embase, ERIC, MEDLINE, PsycINFO and Scopus in December 2020 and June 2022, using a predefined strategy. We included studies of any design, published in peer-reviewed journals at any time, in any language, reporting associations between day-to-day classroom management strategies/methods and anxiety/internalising outcomes in children aged 4-11 years, taught in mainstream primary schools. Studies were assessed for quality/ risk of bias. We identified eight studies (six quantitative, two qualitative) including 4505 children. We found some evidence that authoritarian, controlling

Developing a Scale to Measure Teacher Reward and Praise Behaviors for Classroom Management

“…In a poorly managed classroom, both effective teaching and learning processes fail (Jones & Jones, 2012). Research has demonstrated that classroom management plays a crucial role in enhancing the overall quality of education (Akgün, Yarar, & Dinçer, 2011;Korpershoek, Harms, de Boer, van Kuijk, & Doolaard, 2016) and significantly influences student outcomes (see Manley, Tu, Reardon, & Creswell, 2023). A meta-analysis conducted by Korpershoek et al (2016) clearly revealed a positive relationship between classroom management and student outcomes.…”