Classroom Behavior Research Articles

The efficacy of the peace ambassador project: Promoting children’s emotional intelligence to address aggression in the early childhood classroom

This study explored the effect of a social emotional learning programme- the ECE-Peace Ambassador project (ECE-PAP) − on children’s (i) emotional intelligence, (ii) prosocial behaviour, (iii) aggressive behaviour with peers, (iv) and peer exclusion. Employing a quasi-experimental design, ECE-PAP was implemented in 16 schools in Hong Kong. In each school, teachers in one K3 class (4- to 5-year-olds) implemented the programme and a second K3 class served as a control (N=302). Multiple reporters (children, parents, and teachers) provided assessments of children’s emotional competence, social behaviour, aggressive behaviour, and responses to peer aggression the week before the programme, the week after, and three months later. Preliminary analyses showed that at pretest, children in the experimental condition showed lower emotional intelligence and less competent responses to peer aggression than controls. However, these differences disappeared by posttest and remained non-significant at follow-up. Children in the experimental condition showed increases from pre- to posttest in emotional intelligence, emotion labelling, and taking action to stop bullying, and decreases in avoidance and aggressive responses. Implementing the programme over a greater number of weeks was associated with more positive child outcomes. These results suggest that ECE-PAP may be an effective, cost-effective way to address aggressive behaviour in kindergarten classrooms by promoting children’s emotional intelligence and social skills

A Study of Classroom Behavior Recognition Incorporating Super-Resolution and Target Detection.

With the development of educational technology, machine learning and deep learning provide technical support for traditional classroom observation assessment. However, in real classroom scenarios, the technique faces challenges such as lack of clarity of raw images, complexity of datasets, multi-target detection errors, and complexity of character interactions. Based on the above problems, a student classroom behavior recognition network incorporating super-resolution and target detection is proposed. To cope with the problem of unclear original images in the classroom scenario, SRGAN (Super Resolution Generative Adversarial Network for Images) is used to improve the image resolution and thus the recognition accuracy. To address the dataset complexity and multi-targeting problems, feature extraction is optimized, and multi-scale feature recognition is enhanced by introducing AKConv and LASK attention mechanisms into the Backbone module of the YOLOv8s algorithm. To improve the character interaction complexity problem, the CBAM attention mechanism is integrated to enhance the recognition of important feature channels and spatial regions. Experiments show that it can detect six behaviors of students-raising their hands, reading, writing, playing on their cell phones, looking down, and leaning on the table-in high-definition images. And the accuracy and robustness of this network is verified. Compared with small-object detection algorithms such as Faster R-CNN, YOLOv5, and YOLOv8s, this network demonstrates good detection performance on low-resolution small objects, complex datasets with numerous targets, occlusion, and overlapping students.

Exploring Mindful Teaching Practices: Strategies for Enhancing Early Childhood Education

Mindful teaching practices have gained increasing attention as effective strategies for enhancing early childhood education. This article explores the integration of mindfulness into teaching methods, focusing on how these practices can improve both educators' and young learners' experiences. Mindfulness in education involves bringing present-moment awareness to the teaching and learning process, which can help educators manage stress, increase emotional regulation, and create a more nurturing learning environment. The article discusses various strategies for implementing mindful teaching practices, including mindful breathing exercises, reflective listening, and the incorporation of mindfulness activities into daily routines. These practices not only support the social and emotional development of young children but also promote their cognitive growth by fostering greater focus, empathy, and resilience. The article reviews research findings that demonstrate the positive impact of mindfulness on early childhood education, such as improved classroom behavior, enhanced teacher-student relationships, and increased academic achievement. Additionally, the challenges of adopting mindful practices, such as time constraints and the need for professional development, are addressed. The article concludes with practical recommendations for educators seeking to integrate mindfulness into their teaching, emphasizing the importance of consistency, community support, and ongoing reflection. By adopting mindful teaching practices, educators can create a more supportive and effective learning environment, ultimately contributing to the holistic development of young children.

Improving Self-Regulation: Resiliency Skills in the Classroom.

The impact of daily living often results in unimaginable stress for children, which can be exhibited as lack of self-control. Children with decreased self-regulation are often not successful in school. Many schools do not have the resources needed to employ professionals who could provide programs to improve self-regulation. Creative programs that can be implemented into the classroom without disrupting the school day are needed. The current article describes a resiliency program that was implemented in a school setting to increase self-regulation. This pilot project used descriptive statistics to analyze the feasibility of incorporating resiliency skills into an elementary school curriculum and the resulting impact on self-regulation among school-aged children. Improvements were identified in self-esteem, compassion, and classroom behavior. Implementing resiliency skills into the curriculum can result in positive outcomes by improving self-regulation in school-aged children. [Journal of Psychosocial Nursing and Mental Health Services, xx(xx), xx-xx.].

The Social Failure Model: Do Classroom Norms Play a Role in the Development of Antisocial Behavior and Depressive Symptoms?

This study examined the moderating role of descriptive and status norms in the stability of youth's antisocial behavior, and the link between initial antisocial behavior and the development of depressive symptoms over the course of one academic year, while controlling for initial depression levels. A total of 1081 students (51.06% girls; grades 4 through 6) in schools in low to average socio-economic status neighborhoods completed self-reports and a peer nomination inventory in the fall (T1) and spring (T2) of one year. Descriptive norms were operationalized as the classroom- and sex-specific mean level of antisocial behavior. Status norms were operationalized as the classroom- and sex-specific correlation between antisocial behavior and social preference. Descriptive norms moderated the link between T1 and T2 antisocial behavior, such that youth exhibiting high levels of antisocial behavior showed a greater increase in antisocial behavior in classrooms where descriptive norms strongly favored such behavior (i.e., + 1 SD) than in classrooms with neutral or weak descriptive norms (i.e., - 1 SD). Status norms moderated the association between T1 antisocial behavior and T2 depressive symptoms, such that youth with high levels of antisocial behavior had higher depressive symptoms in classrooms where status norms disfavored antisocial behavior than in classrooms with neutral or favorable norms. No moderating effects of sex or grade were observed. These results suggest that both descriptive norms and status norms play important, albeit distinct, roles in exacerbating youth's depressive symptoms and antisocial behavior, but they may also mitigate these same outcomes in favorable contexts.

Exploring the causes, consequences, and solutions of Chinese EFL teachers' psychological ill‐being: A qualitative investigation

AbstractTeachers' psycho‐affective states are considerably reported to play a vital role in English as a foreign language (EFL) education. However, the overall mechanism, realization, and representation of teachers' psychological ill‐being (PIB) have been widely kept under the shadow of well‐being. To fill this gap, this qualitative investigation examined 46 Chinese EFL teachers' perceptions about the causes, outcomes and solutions of PIB. The results of thematic analysis revealed that PIB was caused by different personal, interpersonal, professional, task, student and contextual factors among Chinese EFL teachers. More specifically, ill‐being emerged out of “heavy workload pressure”, “mental and physical exhaustion”, “unrelated tasks to teaching”, “students' classroom behavior and performance”, “unfriendly school climate”, “poor interpersonal relationships with colleagues” and “social and cultural environment”. The findings also indicated that teachers' ill‐being led to different outcomes such as “reducing teaching quality”, “creating negative emotions”, “causing physical and mental health problems”, “leading to burnout” and “hurting students' feeling and learning rate”. To solve this aversive state, the participants suggested different techniques such as “reducing workload”, “learning emotion regulation strategies”, “establishing a positive classroom/school climate”, “offering teacher training courses”, “providing support and facilities for teachers”, “increasing salary” and “reading books”. A discussion of the findings and implications for EFL teachers, teacher educators and policy‐makers is provided to enhance their emotional literacy and competency regarding negative teacher‐related emotions in L2 teaching.

Predictive modelling of multi-domain factors on window, door, and fan status in naturally ventilated school classrooms

Most studies regarding the investigation of occupant behaviour (OB) in school classrooms addressed the environmental influence on window operation solely and were conducted in oceanic climates. This study aimed to identify and quantify the influence of multi-domain factors (including thermal, indoor air quality, contextual and multi-behaviour domains) on window, door, and fan status in naturally ventilated school classrooms in a humid subtropical climate, in order to predict OB. Environmental variables, manual operation of windows, doors and fans, and occupancy rate were monitored and questionnaires were applied in a set of classrooms of three public school buildings in the state of São Paulo, Brazil, during four rounds at two-month intervals, resulting in a comprehensive year-long study. During part of the physical monitoring, restrictive occupancy measures due to the COVID-19 pandemic were observed. Generalized Linear Mixed Models were applied to assess the influence of the recorded parameters on the window, door, and fan status and to generate OB predictive models. Results showed that indoor environmental variables influenced window, door, and fan status in school classrooms, with few exceptions. Yet, the models including school routines, social norms and teachers’ behaviour as predictors led to the highest accuracy. This suggests that, while a more complex model with additional predictors can provide more accurate predictions of OB, it also becomes more context-dependent and less generalizable. The trade-off between model complexity and generalizability is an important consideration in this research study, and it highlights the nuanced relationship between multi-domain factors affecting occupant behaviour in school buildings.

Moderating Effect of Accessary Environment on Teachers’ Administrative Proficiency and Instructional Experiences in Talomo District, Davao City

Elementary teachers face multifaceted challenges daily, including the need to master content and pedagogy, address diverse student needs, and manage classroom climate and behavior. Additionally, they must keep pace with growing classroom diversity and adapt to various learning needs. Developing teachers' administrative proficiency, which involves strategic planning, problem-solving, and change management, is essential for improving instructional experiences. This study investigates the moderating effect of an accessary environment—an environment that promotes self-discovery and group connection—on the relationship between teachers' administrative proficiency and instructional experiences in Talomo District, Davao City. Using a non-experimental quantitative design and descriptive correlation technique, the study surveyed 175 elementary school teachers. Findings revealed that administrative proficiency significantly correlates with instructional experiences and the accessary environment. Furthermore, the accessary environment moderates the interaction between administrative proficiency and instructional experiences, accounting for an additional 8.40% variance in instructional experiences. The study underscores the need for supportive policies and effective communication between school administrators and teachers to enhance educational practices and teacher engagement.

The socialization of social–emotional behaviour in early childhood classrooms: child outcomes moderated by socioeconomic risk

ABSTRACT Early childhood educator's emotional socialization may contribute crucially to young children's social–emotional competence. Here, we examined the contributions of self-reported reactions to children's emotions and beliefs about emotional socialization of 90 teachers to the social–emotional competence of 334 pre-schoolers. Teacher-reported emotion socialization, especially as moderated by classroom socioeconomic risk, often predicted pre-schoolers’ end-of-year social–emotional behaviours, independent of child covariates, including children's beginning-of-year premeasures. Only three findings resembled the parent emotion socialization literature, however, and two appeared unique to the pre-school environment. Most were specific to classrooms where children experienced socioeconomic risk. The pattern of moderation findings highlights the importance of context in teachers’ emotional socialization. Suggestions are given for expanded research on the topic and potential applications to assist teachers in their role as emotion socializers.

Research on Student Classroom Behavior Detection Based on the Real-Time Detection Transformer Algorithm

With the rapid development of artificial intelligence and big data technology, intelligent education systems have become a key research focus in the field of modern educational technology. This study aims to enhance the intelligence level of educational systems by accurately detecting student behavior in the classroom using deep learning techniques. We propose a method for detecting student classroom behavior based on an improved RT DETR (Real-Time Detection Transformer) object detection algorithm. By combining actual classroom observation data with AI-generated data, we create a comprehensive and diverse student behavior dataset (FSCB-dataset). This dataset not only more realistically simulates the classroom environment but also effectively addresses the scarcity of datasets and reduces the cost of dataset construction. The study introduces MobileNetV3 as a lightweight backbone network, reducing the model parameters to one-tenth of the original while maintaining nearly the same accuracy. Additionally, by incorporating learnable position encoding and dynamic upsampling techniques, the model significantly improves its ability to recognize small objects and complex scenes. Test results on the FSCB-dataset show that the improved model achieves significant improvements in real-time performance and computational efficiency. The lightweight network is also easy to deploy on mobile devices, demonstrating its practicality in resource-constrained environments.

Attribution to Classroom Disruptive Behavior: Insights from Secondary Teachers

Disruptive behavior in the classroom is a significant concern for teachers in schools across the globe. Extensive research has conclusively shown that effectively managing disruptive behavior in the classroom is a crucial factor that enhances the quality of instruction. The successful management of disruptive behavior in the classroom is influenced by various factors, including the causal attribution that a teacher assigns to the behavior. This study explored teachers’ perspectives on the factors contributing to disruptive behavior in the classroom. The study employed an interpretive paradigm and a qualitative approach with a case study research design. Data was generated via semi-structured interviews with six members of the School Management Team and a focus group interview with seven teachers from four purposively chosen Quintiles Three secondary schools. The findings showed that teachers attribute classroom disruptions to the characteristics and attributes of learners, contextual elements within schools, and external factors. The study concludes that these factors should be considered when developing classroom behavior strategies.

Can behaviorally inhibited preschoolers make friends?

Preschoolers who display extremely inhibited behavior are at risk for the development of anxiety disorders. However, behavioral inhibition (BI) is a multifaceted characteristic. Some children with BI are fearful when confronted by unfamiliar adults, peers, and objects; others are fearful when separated from their parents. In the present study, we examined specific features of BI that predicted observed friendship formation among preschoolers who are behaviorally inhibited. We also examined whether teacher ratings of classroom behaviors predicted friendship formation. Sixty highly inhibited children (35 female, Mage = 52.57 months) were observed during eight weekly free-play sessions with initially unfamiliar inhibited peers. Free-play periods occurred before weekly intervention sessions for children with BI and their parents. An observational protocol was developed to identify children who made a friend during the eight weekly sessions. Before the first session, different subtypes of BI were assessed by parents; preschool teachers assessed the children's classroom behaviors with familiar peers. Twenty-six children met the criteria for having made and kept a friend. Probit regression analyses revealed that parent ratings of BI among unfamiliar peers and teacher ratings of children's social anxiety before the intervention were associated with a decreased probability of making a friend. No evidence was found linking children's responses to the intervention and friendship formation. Results suggest that extremelyinhibited preschoolers are capable of making friends. Implications for future research and intervention efforts that focus on individual differences of children with BI are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Application of Behaviorist Theory in Classroom Instructional Reforms

The aim of this study was to investigate the application of behaviourist theory in classroom instructions, focusing on effectiveness and challenges. Data were collected from public school teachers in Sargodha, Pakistan, using a mixed-method approach. The data analysis highlighted that the majority of teachers are familiar with Classical and Operant Conditioning principles. The findings indicated that behaviourist strategies such as token economies, behaviour contracts, and reinforcement are effective in managing classroom behaviour, improving student engagement and enhancing student academic performance. However, challenges such as inadequate teacher training, extrinsic and intrinsic motivation balancing, and consistency in implementation were noted. Recommendations include improved teacher training, clear behavioural expectations, and increased administrative support to optimize the use of behaviourist strategies in classroom instructions.

Parent–Teacher Meetings and Student Outcomes: curriculum and PTA meet

ABSTRACT— This study examines the vital functions that efficient Parent-Teacher Association (PTA) meetings and a well-organized curriculum have in the educational ecology. The syllabus acts as a thorough manual that describes the goals of the course, the required readings, the timetable, the grading guidelines, and classroom behaviour. This helps parents and students understand what is expected of them. This paper provides a visible roadmap of the course and shows how a thorough syllabus improves academic performance, accountability, and student participation through systematic review and analysis. This article also explores the dynamics of PTA meetings, which serve as an essential forum for parents, educators, and school administration to communicate and work together. PTA meetings that are successful have well-planned agendas, open forums that promote engaged participation, and productive discussion. Through an analysis of case studies and best practices, the study shows how frequent and well-run PTA meetings help with problem-solving, school initiative support, and creating a sense of community within the school. The synergistic effect produced by integrating PTA meetings with the curriculum improves educational outcomes. The report ends with recommendations for improving PTA meeting formats and syllabus design in order to promote a more welcoming and encouraging learning environment. The research hopes to give educators and school administrators useful insights to enhance parent-teacher interaction and student success through these recommendations. INDEX TEARMS – Frontend development HTML, CSS, JavaScript, Backend development React, Database management PHP / MySQL, ChatGPT.

Do Motivated Classmates Matter for Educational Success?

Abstract I provide evidence of social spillovers of personality by showing that being in class with motivated peers affects educational success. I first document that academic motivation, a key aspect of personality in the context of education, predicts own achievement, classroom behaviour, the high school grade point average and college-test taking among elementary school students. Exploiting random assignment of students to classes, I then show that exposure to motivated classmates causally affects achievement, an effect that operates over and above spillovers of classmates’ past achievement and socio-demographic composition. However, peer motivation in elementary school does not affect own motivation and long-term educational success.

Classroom coping strategies of children with motor difficulties

ABSTRACT Children with low motor competency have additional classroom struggles when coping with their first year of mainstream education. This study identified and examined the classroom coping strategies and behaviours of children with motor difficulties. Eleven students were recruited after the Test of Gross Motor Skills (TGMD 2nd) identified as having poor gross motor development. The primary research method was classroom observations conducted after obtaining ethical approval and parental consent. Parental Interviews and a nine-month observation period commenced in term two of the Australian School System, which aimed to identify specific behaviours and the coping strategies adopted by the individual participants in the classroom. The participants were observed on different school days at various times so individual coping behaviours could be recorded. An inductive approach and thematic analysis identified emerging themes, behaviours, and coping strategies. Results indicated that all participants demonstrated multifaceted coping behaviours, divided into several common emerging categories: emotional, physical, social, and cognitive responses. Coping strategies were further classified as productive (positive) or non-productive (negative), emotionally based or problem-solving. The lack of motor competency significantly influenced the participants’ behaviours when displaying strategies to cope with classroom activities.

Real-Time Classroom Behavior Analysis for Enhanced Engineering Education: An AI-Assisted Approach

Modern teaching has made significant progress, with many advanced equipment and technologies being introduced into the teaching process. Experimental teaching of engineering design courses is important. Due to limited teaching resources, engineering students need effective guidance during limited laboratory time. We will introduce artificial intelligence solutions to engineering education. We will use artificial intelligence technology for classroom behavior analysis to improve engineering design practice courses' teaching effectiveness. In an instructional milieu, image acquisition tools such as cameras are capable of real-time data capture, facilitating the identification and enumeration of students' emotional states. Concurrently, analytical software gauges the students' interaction patterns and performs comprehensive cluster analysis. Such multifaceted information provides valuable insights into the students' educational engagement, allowing educators to tailor their approach, thereby fostering enhanced pedagogical outcomes. The emotion recognition model we have developed, namely ERAM, demonstrates a rapid response rate coupled with dependable accuracy, making it a robust tool for classroom implementation. In contrast to the conventional post-lesson evaluations, our proposed technique furnishes immediate feedback throughout the instructional process. This real-time approach heralds a significant shift in instructional methodology, promoting timely intervention and adaptive teaching strategies. The control group experiment showed that intelligent systems improved teaching effectiveness by 8.44%. Intelligent systems can help teachers understand students' learning status and improve laboratory teaching quality in engineering design courses.

The General Pedagogical Knowledge Underpinning Early Childhood Education Teachers' Classroom Behaviors Who Teach English as a Foreign Language in Chinese Kindergartens.

There is limited understanding of the general pedagogical knowledge (GPK) of early childhood education (ECE) teachers who teach English as a foreign language (EFL). This study therefore explored GPK categories and subcategories in six Chinese ECE EFL teachers using stimulated recall classroom observation. The deductive and inductive data analysis revealed that GPK consists of four categories and ten subcategories. The four knowledge categories were child development, the objectives and content of teaching, the act of teaching, and classroom management. Additionally, the study found that the novice teachers had similarities with the experienced teachers in number and type of GPK. The study also found differences: the subcategory how to use child-appropriate instructional methods was top for the experienced teachers, but not for the novice teachers; the novice teachers mentioned classroom management more than the experienced teachers; the novice teachers showed a negative tendency toward the act of teaching, while the experienced teachers were positive. The implications are discussed.

Enhancing education quality: Exploring teachers' attitudes and intentions towards intelligent MR devices

AbstractThis research paper focuses on the adoption of multi‐perspective theory to study teachers' attitudes and intentions towards using intelligent mixed reality (MR) devices for classroom behaviour analysis. The research model integrates TRI (Technology Readiness Index), IDT (Innovation Diffusion Theory), ECM (Expectation Confirmation Theory) and TAM (Technology Acceptance Model) model. The variable of insecurity is considered to address the concerns regarding information security in the use of artificial intelligence in education. The study identifies that innovation and relative advantage significantly and positively influence teachers' attitudes towards using intelligent MR devices. PeoU (perceived ease of use), however, does not have a significant impact on attitudes, suggesting that teachers prioritize the benefits of enhancing teaching quality over the complexity of the devices. PU (perceived usefulness) emerges as a key variable for teachers' adoption of intelligent MR devices, prompting the need for attention from designers and manufacturers. Regression analysis reveals that gender does not influence the use of new technology, while teachers with more teaching experience and those working in remote areas express greater receptiveness towards utilizing new technology. The paper recognizes the potential of intelligent teaching devices to address educational challenges and promote equity in remote areas by providing auxiliary tools for teachers to improve teaching efficiency and quality. Teacher training and technical support are emphasized as crucial factors for effective use of artificial intelligence teaching devices.

Taiwan Region Teachers’ Beliefs Toward EFL Learner Autonomy and Their Practices in High School

This study examines English as a Foreign Language (EFL) teachers’ beliefs and actual practices regarding promoting learner autonomy (LA) in the high school classroom. The participants in the study were 20 EFL high school teachers from central Taiwan region. To triangulate the data and provide more comprehensive results, this study adopted a sequential quan-qual mixed methods research design: a mixed methods research (MMR) design that collects quantitative data first, followed by qualitative data. Teachers’ beliefs and factors affecting their actual practices were elicited through questionnaires and semi-structured interviews. Findings show that most teachers recognize the importance of LA. However, the questionnaire results indicate that there is a statistically significant difference between the teachers’ beliefs and their classroom practices. The qualitative data suggest that the phenomena result from (1) students’ low motivation (2) passive learning attitude and (3) the pressure teachers face due to the high school teaching demands. Although teachers engage in some classroom behaviors that promote autonomy, these practices are rather limited. Finally, directions for LA instruction are discussed. Objective: This study examines EFL teachers’ beliefs and actual practices regarding promoting LA in the high school classroom. Methods: The participants in the study were 20 EFL high school teachers from central Taiwan region. To triangulate the data and provide more comprehensive results, this study adopted a sequential quan-qual MMR design: a mixed methods research design that collects quantitative data first, followed by qualitative data. Teachers’ beliefs and factors affecting their actual practices were elicited through questionnaires and semi-structured interviews. Results: Findings show that most teachers recognize the importance of LA. However, the questionnaire results indicate that there is a statistically significant difference between the teachers’ beliefs and their classroom practices. The qualitative data suggest that the phenomena result from (1) students’ low motivation (2) passive learning attitude and (3) the pressure teachers face due to the high school teaching demands. Conclusion: Although teachers engage in some classroom behaviors that promote autonomy, these practices are rather limited. Finally, directions for LA instruction are discussed.