Publication Date

2013

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.

School/Institute

Institute for Positive Psychology and Education

Document Type

Journal Article

Access Rights

ERA Access

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