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Conditional Regard in the Classroom: A Double-Edged Sword
Yaniv Kanat-Maymon1, Anat Shoshani1, Guy Roth2
1Interdisciplinary Center Herzliya, Herzliya, Israel.
Frontiers in Psychology
|August 16, 2021
Summary
Teachers' conditional positive regard boosts school engagement, while conditional negative regard hinders it. Understanding these teacher practices is key for student involvement and academic success.
Area of Science:
- Educational Psychology
- Classroom Management
Background:
- Teachers' conditional positive and negative regard are common practices intended to improve student involvement and achievement.
- Prior research primarily focused on the negative psychological impacts of these practices, with limited understanding of their specific effects on school engagement.
Purpose of the Study:
- To investigate the relationship between students' perceptions of teachers' conditional positive and negative regard and their behavioral engagement.
- To examine these associations at both the teacher and student levels.
Main Methods:
- A multilevel analysis was conducted on data from 2533 students across 107 classes (7th to 10th grades).
- Student perceptions of teachers' conditional regard were measured and analyzed in relation to behavioral engagement.
Main Results:
- Conditional positive regard showed a positive association with school engagement.
- Conditional negative regard was inversely related to school engagement.
- These effects were observed at both within-class (student-level) and between-class (teacher-level) analyses.
Conclusions:
- Conditional regard acts as a double-edged sword in educational settings.
- Conditional negative regard undermines student engagement, whereas conditional positive regard has the potential to enhance it.
- The level of analysis and theoretical-measurement alignment are crucial for understanding these effects.
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