A Meta-Analysis of Classroom Structure Intervention Effects on K–16 Students' Academic Motivation, Engagement, and Achievement

• In Event: Moscone Center North Roundtable Session 12
  In Roundtable Session: Classroom Climate and Management

Abstract

Classroom structure reflects teachers’ attempts to provide information about how students can effectively achieve desired outcomes. It includes strategies such as communicating expectations or rules, providing directions, guidance, and routines, creating organized spaces, lessons, activities, or materials, and giving feedback. Structure is theorized to provide the necessary conditions for learning, ensuring students understand the boundaries of action, are socialized to engage in valued behaviors, and feel competent to master the environment. The present meta-analysis examined the effect of classroom structure interventions on students’ motivation, engagement, and achievement and found a positive effect on adaptive outcomes and a negative effect on behavioral or cognitive disengagement. The nature of the intervention and students’ socioeconomic status explained variation. Implications will be discussed.

Authors

• Erika Alisha Patall, University of Southern California

• Nicole Marissa Yates, University of Southern California

• Kejin Lee, University of Illinois at Chicago

• Tasha Beretvas, The University of Texas at Austin

• Shengjie Lin, Yale University

• Sophia Hooper

• Neil Garrett Jacobson, University of Southern California

• Eboneigh Harris, Midwestern State University

• Derek J. Hanson, University of Texas - Austin