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School-wide positive behavior for learning: Effects of dual focus on boys' and girls' behavior and motivation for learning
Yeung, Alexander Seeshing Barker, Katrina Tracey, Danielle Mooney, Mitchell
Yeung, Alexander Seeshing
Barker, Katrina
Tracey, Danielle
Mooney, Mitchell
Abstract
Positive Behavior for Learning (PBL) is a school-wide systemic approach to promoting both positive behaviors and student learning. A total of 827 boys and 888 girls from 4 Australian primary and 8 secondary schools implementing PBL (experimental) were compared with 188 boys and 226 girls from 2 primary and 4 secondary schools (control) (Total N = 2129). A multiple-indicator-multiple-indicator-cause (MIMIC) approach to structural equation modeling found that the experimental group scored significantly higher in (a) behavioral management input, (b) positive behaviors, (c) knowledge about behaviors, (d) effort goal orientation, and (e) value of schooling. Gender effects were small, favoring girls. Evidence shows that PBL may benefit all students in both behavior and motivation variables, but more work may be needed for boys.
Keywords
positive, behavior, motivation, school-wide, intervention, gender
Date
2013
Type
Journal article
Journal
International Journal of Educational Research
Book
Volume
62
Issue
Page Range
1-10
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled