The study examined the effects of the Self-Management Training and Regulation Strategy (STARS) on disruptive behavior, authority acceptance, social competency, and student–teacher relations.
Method:
All fourth- and fifth-grade students (N = 762) in seven schools and 42 classrooms were screened for disruptive behaviors. Using a cluster randomized design, 60 students in 23 classrooms and 48 students in 19 classrooms with highest levels of disruptive classroom behaviors were randomized to STARS or a control comparison condition. Multilevel models compared study conditions on all outcomes.
Results:
Study conditions were balanced at pretest. STARS students demonstrated improved teacher-rated disruptive behavior, social competence, authority acceptance, and relations.
Conclusions:
Selective programs targeting autonomy support improve social competencies and relationships that are important for school success.
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