The efficacy of a relationship building intervention in 5th grade

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

The present study reports initial efficacy data for a new school-based intervention – the Relationship Building Intervention (RBI) – that includes a series of teacher-facilitated, structured activities designed to promote positive peer relationships and inclusive classroom communities. The RBI was evaluated in fifth-grade classrooms by estimating multilevel model (MLM) analyses of covariance (ANCOVA) comparing 368 fifth-grade students in intervention classrooms with 259 fifth-graders in control classrooms on social behaviors, perceptions of classroom connectedness, and academic performance. Controlling for pretest scores, cohort, and demographic variables, findings revealed that students who participated in the RBI liked school more, felt a greater sense of classroom identification and inclusion, were perceived by teachers to be less aggressive, and performed better academically than students who were in control classrooms. Further, implementation data showed that students and teachers responded positively to the activities. These results suggest that the RBI is a promising approach for improving the social and learning environment in fifth-grade classrooms.

Original languageEnglish (US)
Pages (from-to)75-88
Number of pages14
JournalJournal of School Psychology
Volume61
DOIs
StatePublished - Apr 1 2017

Fingerprint

school grade
Students
classroom
Social Perception
Multilevel Analysis
Social Environment
Social Behavior
teacher
student
Demography
social behavior
school
learning environment
inclusion
community
performance

Keywords

  • Academic achievement
  • Classroom climate
  • Peer relationships
  • School-based intervention
  • Social skills development

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

The efficacy of a relationship building intervention in 5th grade. / Miller, Cindy; Kochel, Karen P.; Wheeler, Lorey A.; Updegraff, Kimberly; Fabes, Richard; Martin, Carol; Hanish, Laura.

In: Journal of School Psychology , Vol. 61, 01.04.2017, p. 75-88.

Research output: Contribution to journalArticle

@article{93da42f029f148a9beee3eb4c4c9dede,
title = "The efficacy of a relationship building intervention in 5th grade",
abstract = "The present study reports initial efficacy data for a new school-based intervention – the Relationship Building Intervention (RBI) – that includes a series of teacher-facilitated, structured activities designed to promote positive peer relationships and inclusive classroom communities. The RBI was evaluated in fifth-grade classrooms by estimating multilevel model (MLM) analyses of covariance (ANCOVA) comparing 368 fifth-grade students in intervention classrooms with 259 fifth-graders in control classrooms on social behaviors, perceptions of classroom connectedness, and academic performance. Controlling for pretest scores, cohort, and demographic variables, findings revealed that students who participated in the RBI liked school more, felt a greater sense of classroom identification and inclusion, were perceived by teachers to be less aggressive, and performed better academically than students who were in control classrooms. Further, implementation data showed that students and teachers responded positively to the activities. These results suggest that the RBI is a promising approach for improving the social and learning environment in fifth-grade classrooms.",
keywords = "Academic achievement, Classroom climate, Peer relationships, School-based intervention, Social skills development",
author = "Cindy Miller and Kochel, {Karen P.} and Wheeler, {Lorey A.} and Kimberly Updegraff and Richard Fabes and Carol Martin and Laura Hanish",
year = "2017",
month = "4",
day = "1",
doi = "10.1016/j.jsp.2017.01.002",
language = "English (US)",
volume = "61",
pages = "75--88",
journal = "Journal of School Psychology",
issn = "0022-4405",
publisher = "Elsevier BV",

}

TY - JOUR

T1 - The efficacy of a relationship building intervention in 5th grade

AU - Miller, Cindy

AU - Kochel, Karen P.

AU - Wheeler, Lorey A.

AU - Updegraff, Kimberly

AU - Fabes, Richard

AU - Martin, Carol

AU - Hanish, Laura

PY - 2017/4/1

Y1 - 2017/4/1

N2 - The present study reports initial efficacy data for a new school-based intervention – the Relationship Building Intervention (RBI) – that includes a series of teacher-facilitated, structured activities designed to promote positive peer relationships and inclusive classroom communities. The RBI was evaluated in fifth-grade classrooms by estimating multilevel model (MLM) analyses of covariance (ANCOVA) comparing 368 fifth-grade students in intervention classrooms with 259 fifth-graders in control classrooms on social behaviors, perceptions of classroom connectedness, and academic performance. Controlling for pretest scores, cohort, and demographic variables, findings revealed that students who participated in the RBI liked school more, felt a greater sense of classroom identification and inclusion, were perceived by teachers to be less aggressive, and performed better academically than students who were in control classrooms. Further, implementation data showed that students and teachers responded positively to the activities. These results suggest that the RBI is a promising approach for improving the social and learning environment in fifth-grade classrooms.

AB - The present study reports initial efficacy data for a new school-based intervention – the Relationship Building Intervention (RBI) – that includes a series of teacher-facilitated, structured activities designed to promote positive peer relationships and inclusive classroom communities. The RBI was evaluated in fifth-grade classrooms by estimating multilevel model (MLM) analyses of covariance (ANCOVA) comparing 368 fifth-grade students in intervention classrooms with 259 fifth-graders in control classrooms on social behaviors, perceptions of classroom connectedness, and academic performance. Controlling for pretest scores, cohort, and demographic variables, findings revealed that students who participated in the RBI liked school more, felt a greater sense of classroom identification and inclusion, were perceived by teachers to be less aggressive, and performed better academically than students who were in control classrooms. Further, implementation data showed that students and teachers responded positively to the activities. These results suggest that the RBI is a promising approach for improving the social and learning environment in fifth-grade classrooms.

KW - Academic achievement

KW - Classroom climate

KW - Peer relationships

KW - School-based intervention

KW - Social skills development

UR - http://www.scopus.com/inward/record.url?scp=85011706638&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85011706638&partnerID=8YFLogxK

U2 - 10.1016/j.jsp.2017.01.002

DO - 10.1016/j.jsp.2017.01.002

M3 - Article

C2 - 28259245

AN - SCOPUS:85011706638

VL - 61

SP - 75

EP - 88

JO - Journal of School Psychology

JF - Journal of School Psychology

SN - 0022-4405

ER -