Comparing Indirect and Combined Effects of Mindfulness and Compassion Practice Among Schoolchildren on Inter- and Intra-personal Abilities

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The Five Facet Mindfulness Questionnaire has good internal consistency and correlations in expected directions with related variables.

“The five facets of mindfulness have shown good internal consistency and correlations in the expected directions with many variables which are predicted to be related to mindfulness, such as experiential avoidance, thought suppression, openness to experience, and emotional intelligence (Baer et al., 2006).”

• cites Baer et al., 2006 sourcePartly supported

  Deriving Mindfulness Facets (p. 10) reports adequate to good internal consistency for all five facet scales. Results and Discussion (p. 15) reports correlations in expected directions for many related variables, but also says the observe facet correlated with thought suppression in the opposite direction from that predicted. The claim omits this exception. (LLM, conf=0.87)

  Experimental — accuracy not yet measured

May combine two claims.

Mindfulness-based interventions focused on teachers led to improvements in classroom organization, emotional support, positive climate, teacher sensitivity, and classroom atmosphere.

“Accordingly, mindfulness-based interventions which are focused on teachers led to improvements in classroom organization (Flook et al., 2013; Hwang et al., 2017), emotional support, positive climate and teacher sensitivity (Jennings et al., 2017) and enhanced atmosphere in the class (DiCarlo et al., 2020)”

• cites Flook et al., 2013 sourceSupported
• cites Hwang et al., 2017 sourceNot checked — no full text of the source
• cites Jennings et al., 2017 sourceNot checked — no full text of the source

May combine two claims. The quote only partly states this claim.

Both the indirect and combined programs improved anxiety among 4th and 5th grade students.

“Hierarchical linear models revealed that both the indirect and the combined approaches were effective in improving well-being, anxiety, attention, and teacher’s availability and acceptance, while only the combined approach was effective in improving mindfulness, somatization, classroom atmosphere, and pro-social behavior.”

The quote only partly states this claim.

Only the combined program improved somatization among 4th and 5th grade students.

“Hierarchical linear models revealed that both the indirect and the combined approaches were effective in improving well-being, anxiety, attention, and teacher’s availability and acceptance, while only the combined approach was effective in improving mindfulness, somatization, classroom atmosphere, and pro-social behavior.”

May combine two claims. The quote only partly states this claim.

Both the indirect and combined programs improved attention among 4th and 5th grade students.

“Hierarchical linear models revealed that both the indirect and the combined approaches were effective in improving well-being, anxiety, attention, and teacher’s availability and acceptance, while only the combined approach was effective in improving mindfulness, somatization, classroom atmosphere, and pro-social behavior.”

The quote only partly states this claim.

Only the combined program improved mindfulness among 4th and 5th grade students.

“Hierarchical linear models revealed that both the indirect and the combined approaches were effective in improving well-being, anxiety, attention, and teacher’s availability and acceptance, while only the combined approach was effective in improving mindfulness, somatization, classroom atmosphere, and pro-social behavior.”

May combine two claims. The quote only partly states this claim.

Both the indirect and combined mindfulness and compassion programs improved well-being among 4th and 5th grade students.

“Hierarchical linear models revealed that both the indirect and the combined approaches were effective in improving well-being, anxiety, attention, and teacher’s availability and acceptance, while only the combined approach was effective in improving mindfulness, somatization, classroom atmosphere, and pro-social behavior.”

The quote only partly states this claim.

Only the combined program improved pro-social behavior among 4th and 5th grade students.

“Hierarchical linear models revealed that both the indirect and the combined approaches were effective in improving well-being, anxiety, attention, and teacher’s availability and acceptance, while only the combined approach was effective in improving mindfulness, somatization, classroom atmosphere, and pro-social behavior.”

The quote only partly states this claim.

Only the combined program improved classroom atmosphere among 4th and 5th grade students.

“Hierarchical linear models revealed that both the indirect and the combined approaches were effective in improving well-being, anxiety, attention, and teacher’s availability and acceptance, while only the combined approach was effective in improving mindfulness, somatization, classroom atmosphere, and pro-social behavior.”

The quote only partly states this claim.

Both the indirect and combined programs improved teacher availability and acceptance among 4th and 5th grade students.

“Hierarchical linear models revealed that both the indirect and the combined approaches were effective in improving well-being, anxiety, attention, and teacher’s availability and acceptance, while only the combined approach was effective in improving mindfulness, somatization, classroom atmosphere, and pro-social behavior.”

May combine two claims.

All three groups reported higher satisfaction with life at post and follow-up compared to baseline, but the increase was smaller in the control group.

“(a) the control, the indirect, and the combined groups reported a higher satisfaction with life at the post (p = 0.01, p < 0.001, and p < 0.001, respectively) and follow-up (p = 0.023, p < 0.001, and p < 0.001, respectively) measures as compared to baseline; however, there was a smaller increase in the control group;”

May combine two claims.

Significant improvements were observed in the combined and indirect groups and were maintained at follow-up.

“As can be seen in Fig. 1, significant improvements were observed in the combined and indirect groups and were maintained at the follow-up measure.”

May combine two claims.

Effect sizes of the interactions ranged from 0.060 to 0.201, with most values medium to large.

“Effect size of the interactions ranged between 0.060 and 0.201, while most values were in the range of medium to large.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

All five factors of the FFMQ showed similar trends, so only the overall measure results are presented.

“Since all the five factors of the FFMQ questionnaire showed similar trends, only the results of the overall measure are presented.”

May combine two claims.

The combined method's advantage is less salient for attention problems and notably reduced for satisfaction with life and attachment to teacher measures, where both experimental groups showed similar improvements.

“The advantage of the combined method is not as salient with regard to attention problems and becomes notably reduced with satisfaction with life and attachment to the teacher measures, where similar improvements were recorded between pre- and post-program measurements for both experimental groups.”

May combine two claims.

All three groups significantly improved in class atmosphere at post and follow-up compared to baseline, but the improvement was lower in the control group.

“(g) the control, indirect, and combined groups significantly improved in class atmosphere at the post (p = 0.001, p < 0.001, and p < 0.001, respectively) and follow-up (p = 0.003, p < 0.001, and p < 0.001, respectively) measures as compared to baseline; however, the improvement was lower in the control group.”

May combine two claims.

The increase in mindfulness and the decrease in anxiety were significantly greater in the combined group than in the indirect group.

“The intensification of mindfulness and the decrease in anxiety levels were significantly higher in the combined group compared to the indirect group.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The Satisfaction with Life Scale adapted for children has good convergent validity and internal reliability of 0.86.

“The SWLS-C has good convergent validity and internal reliability of 0.86.”

• cites Gadermann et al., 2010 sourceNot checked — no full text of the source

May combine two claims.

The average age and gender composition of participating students did not differ statistically between schools.

“The average age of participating students was not statistically different from one school to another, neither the gender composition of the students.”

The quote only partly states this claim.

The combined approach is more beneficial than the indirect approach for 4th and 5th grade students.

“Our results suggest that the combined approach is more beneficial than the indirect approach.”

Classified as probably not a substantial claim.

Schools were randomly allocated to the study conditions using randomly generated numbers.

“Schools were randomly allocated to the groups, using randomly generated numbers.”

• Also stated in: § Methods · plain

  “schools were randomly divided into groups”

Probably not a substantial claim: may not pass S3 (load-bearing).

All teachers participated in at least 80% of the teacher program meetings.

“Attendance was monitored for the teacher’s program, and all the teachers participated in at least 80% of the meetings.”

May combine two claims.

All measures had been previously used in Hebrew and showed good psychometric characteristics in the present study.

“All measures were previously used in Hebrew and as in the present study showed good psychometric characteristics.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

No attendance was monitored for children, but all children present in school on program days participated.

“No attendance was monitored for children, but all the children who were present in school on the days of the program participated in it.”

Probably not a substantial claim: may not pass S3 (load-bearing).

No formal data ensuring fidelity of the program was collected.

“However, no formal data ensuring fidelity was collected.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The Attention Problems Questionnaire was developed and validated in Hebrew by Amira Bahat and Osnat Ben Canaan.

“The questionnaire was developed and validated in Hebrew by Amira Bahat and Osnat Ben Canaan (personal communication).”

• cites Amira Bahat and Osnat Ben Canaan (personal communication)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

Focusing on children's emotional and social needs enhances academic outcomes, promotes academic motivation, decreases school bullying, and ameliorates mental health problems in youth.

“It has been suggested that focusing on children’s emotional and social needs, rather than solely on academic performance, enhances academic outcomes (Diamond, 2010), promotes academic motivation, decreases school bullying, and ameliorates mental health problems in youth (Schonert-Reichl et al., 2015).”

• cites Diamond, 2010Not checked yet

  Not checked in the free run.

• cites Schonert-Reichl et al., 2015 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Affiliation with teachers positively correlates with students' involvement, social and school competence, and negatively with delinquency, conduct problems, anxiety, and depression.

“Furthermore, affiliation with teachers was found to positively correlate with students’ involvement, and social and school competence, and negatively with delinquency, conduct problems, anxiety, and depression (Murray & Greenberg, 2001).”

• cites Murray & Greenberg, 2001 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Evidence supports the reliability of the availability and acceptance factor of the CATSB.

“Evidence supports the reliability of the availability and acceptance factor of the CATSB (Al-Yagon & Mikulincer, 2006).”

• cites Al-Yagon & Mikulincer, 2006 sourceNot checked — no full text of the source

May combine two claims.

Teachers' social and emotional competence and well-being and their relationships with students affect students' outcomes, social competence, and mental health.

“Additional support for the indirect effect of teachers’ practice on their students is derived from the prosocial classroom mediational model (Jennings & Greenberg, 2009), according to which the teachers’ social and emotional competence and well-being and their relationships with the students affect the students’ outcomes, social competence, and mental health.”

• cites Jennings & Greenberg, 2009 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The Feelings About Classroom Scale has good reliability and convergent validity.

“This scale has a good level of reliability and convergent validity (Battistich et al., 1997).”

• cites Battistich et al., 1997 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Initial reviews found mindfulness-based interventions feasible with children and effective for physiological, psychosocial, and behavioral problems.

“Initial reviews found MBIs to be feasible with children, and effective in treating physiological, psychosocial, and behavioral problems (Greenberg & Harris, 2012; Meiklejohn et al., 2012).”

• cites Greenberg & Harris, 2012 sourceNot checked — no full text of the source
• cites Meiklejohn et al., 2012 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The short version of the Spence Children's Anxiety Scale has good psychometric properties, including test-retest reliability and convergent and divergent validity.

“The scale has good psychometric properties, including test–retest reliability and convergent and divergent validity (Spence, 1998).”

• cites Spence, 1998 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The Five Facet Mindfulness Questionnaire has been used in Hebrew with adolescents and young children, with overall reliability of 0.76 and facet reliabilities from 0.63.

“The FFMQ has been previously used in Hebrew with adolescents (e.g., Calvete et al., 2017) and young children with an overall reliability of 0.76 and facets’ reliabilities ranging between 0.63”

• cites Calvete et al., 2017 sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

Most studies administer interventions either to K-12 educators or to students, but an integrated approach including both holds potential for a deeper, more lasting effect.

“Meiklejohn et al. (2012) point out that most studies administer interventions either to K-12 educators or to students, but they suggest that an integrated approach that includes both educators and students holds a potential for a deeper, more lasting effect.”

• cites Meiklejohn et al., 2012 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Evidence supports the validity and reliability of the somatization subscale of the SPQC.

“Evidence exists which supports the validity and the reliability of the somatization subscale of the SPQC (Kusché et al., 1988).”

• cites Kusché et al., 1988Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Mindfulness-based interventions for children have been implemented in school settings with empirical support for their efficacy.

“Given its efficacy in adult populations, public interest in MBI adaptations for children has grown in recent years and led to the implementation of mindfulness-oriented practices in school-based settings with empirical support for their efficacy (Felver et al., 2016).”

• cites Felver et al., 2016 sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

Children in 4th and 5th grade have already adapted to school and are old enough to answer self-reported measures.

“In the current pilot study, we focused on children in the 4th and 5th grade, as at this age children have already adapted to school, and are old enough to answer to self-reported measures.”

May combine two claims.

Self-regulation, empathy, and compassion are central to most mindfulness programs and develop by practicing mindfulness.

“Self-regulation, empathy, and compassion are the center of most of the mindfulness programs, and have been shown to develop by practicing mindfulness (Cheang et al., 2019).”

• cites Cheang et al., 2019 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The study has no data on the predictive validity of the volunteering measure.

“We do not have data regarding the predictive validity of this measure.”

May combine two claims.

Difficulties in regulation may impede learning and development and increase vulnerability to psychopathology in children.

“Second, due to the critical influence that the environment has on children and adolescents, difficulties in regulation may impede learning and development among children, and constitute a prime factor in their vulnerability to psychopathology (Salters-Pedneault et al., 2006).”

• cites Salters-Pedneault et al., 2006 sourceNot checked — no full text of the source

May combine two claims.

After a mindfulness-based intervention for teachers ends, gains remain in schools and are reflected in teachers' behavior toward current and future students.

“Furthermore, after an MBI for teachers is terminated, the gains remain in the schools and are reflected in the teachers’ behavior toward their current and future students.”

Probably not a substantial claim: may not pass S1 (asserted), S2 (checkable), S3 (load-bearing).

Future intervention studies should assess both direct and indirect effects of training teachers in mindfulness.

“Similarly, Hwang et al. (2017) who reviewed MBIs for in-service teachers, conclude that future intervention studies should assess both direct and indirect effects of training teachers in mindfulness, and clarify how they can cooperate to create classroom environments that are conducive to effective learning and teaching.”

• cites Hwang et al., 2017 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable).

Schools are pivotal in fostering children's social and emotional competence.

“However, nowadays schools are considered to be pivotal in fostering children’s social and emotional competence—a term referring to an entire set of mental skills which promotes well-being and facilitates positive and respectful social relationships (Jennings & Greenberg, 2009; Weissberg, 2019).”

• cites Jennings & Greenberg, 2009 sourceNot checked — no full text of the source
• cites Weissberg, 2019 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The behavioral measure is not a self-report but an actual act of willingness to volunteer to help others.

“This measure is of interest, as in contrast to other collected measures, it is not a self-report, but an actual act of willingness to volunteer to help others.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The indirect approach is preferable because it encourages teachers to cultivate mindfulness in everyday life in and outside the classroom.

“On the other hand, the indirect approach is preferable as it encourages teachers to cultivate the skills of mindfulness in their everyday lives both in the classroom and outside it (Jennings et al., 2017; Meiklejohn et al., 2012).”

• cites Jennings et al., 2017 sourceNot checked — no full text of the source
• cites Meiklejohn et al., 2012 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The similar improvement in satisfaction with life after both interventions is surprising and does not fit the study's predictions.

“However, the similar improvement following both interventions in satisfaction with life is surprising and does not fit our predictions.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The approach complies with Jennings and Greenberg's model, which proposes that enhancing teachers' emotional and social competence mediates improvements in students' emotional and social capabilities.

“Such an approach complies with the model of Jennings and Greenberg (2009), which alludes to the enhancement of the teachers’ emotional and social competence as a mediator of improvements in their students’ emotional and social capabilities.”

• cites Jennings and Greenberg (2009) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Anxiety levels among children are rising to unprecedented levels because of the COVID-19 pandemic.

“while anxiety levels among children rise to unpreceded levels due to the COVID-19 pandemic (Racine et al., 2021)”

• cites Racine et al., 2021 sourceNot checked — no full text of the source

May combine two claims.

As adults, teachers are more likely than students to continue developing and nurturing newly acquired skills, and thus to maintain a mindful and compassionate attitude in interactions with students.

“As adults, teachers are also more likely to continue developing and nurturing their newly acquired skills as compared to their students (Quach et al., 2017), and thus, to maintain a mindful and compassionate attitude in their interactions with students.”

• cites Quach et al., 2017 sourceNot checked — no full text of the source

May combine two claims.

The study's results do not support Murray and Greenberg's findings because teachers' mindfulness practice was not enough to affect students' anxiety.

“Although benign teacher’s behavior can reduce the students’ anxiety levels and improve their ability to concentrate, our results do not support the findings of Murray and Greenberg (2001), since in our study, the practice of mindfulness among teachers was not enough to affect their students’ anxiety.”

• cites Murray and Greenberg (2001) sourceNot checked — no full text of the source

May combine two claims.

Mindfulness-based programs focused on teachers can have a combined effect, improving the lives of both teachers and students while focusing efforts on one group.

“From this perspective, mindfulness-based programs that focus on the teachers can have a combined effect, while improving the lives of both teachers and students and focusing the efforts on just one group.”

May combine two claims.

Both the volunteering measure and the outcome measures were assessed through self-report, which might be subject to response bias.

“Both the volunteering measure and the outcome measures were assessed through self-report, which might be subject to a bias of response.”

May combine two claims.

In Roeser et al.'s model, cultivating teachers' habits of mind improves teachers' well-being, occupational health, and engagement, which in turn improves relationships with students and enhances student engagement while reducing disruptive behavior.

“In the model proposed by Roeser et al. (2012), the cultivation of the teachers’ habits of mind, such as tolerance for uncertainty, attentional focus, cognitive flexibility, and emotion regulation, improves the teachers’ well-being, occupational health and engagement. In turn, the relationships with their students improve, and they enhance the engagement of the students in learning and reduce their”

• cites Roeser et al., 2012 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The study used an adaptation of the FFMQ, a measure developed for adults, to assess mindfulness among children, and there are no conceptual properties of this measure for this age group.

“In addition, we used an adaptation of the FFMQ to assess mindfulness among children, a measure that was developed for adults, and there are no conceptual properties of this measure for this age group.”

May combine two claims.

It is possible that school administrators were especially interested in successful implementation, while less inclined principals may not be as attentive to implementation and fidelity.

“Therefore, it is possible that school administrators were especially interested in the successful implementation of the program, while principals who are less inclined to run such programs may not be so attentive to the program’s implementation and fidelity.”

Probably not a substantial claim: may not pass S3 (load-bearing).

It is unclear which specific elements of the interventions led to the obtained results.

“It is unclear what the specific elements of the interventions that led to the results that were obtained were.”

May combine two claims.

The study design precluded full randomization; the sample had to be randomized at the school level rather than at the participant level.

“The design of our study precluded the employment of the full randomization of the sample; the sample had to be randomized to the study groups at the school level, rather than at the participant level.”

May combine two claims.

In this study, the combined method's most notable advantage was in mindfulness faculties, anxiety-related measures including somatization, and class atmosphere.

“In the present study, the most notable advantage of the combined method was observed in mindfulness faculties, anxiety-related measures (including somatization), and class atmosphere.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The change from baseline could result from several variables, their interactions, and doses.

“The change from the baseline could be the result of several variables, their interactions, and doses (e.g., mindful breathing, compassion-based mindfulness, SEL psychoeducation, guided imagery, acceptance, SEL skills, etc.).”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The C2C-IT program stresses the inseparability of caring for oneself and being available to extend care to others, and thus seems to fit this benign mechanism.

“The C2C-IT program in particular stresses the inseparability of caring for oneself and having the availability to openly and freely extend care to others (Dodson-Lavelle et al., 2015), and thus, it seems to fit this kind of benign mechanism.”

• cites Dodson-Lavelle et al., 2015Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

Focusing efforts on teachers can contribute to the longevity and resilience of the program's benefits.

“Thus, the focus of efforts on the teachers can contribute to the longevity and the resilience of the benefits of the program.”

May combine two claims.

The study's results support the model and go beyond it by showing changes in students' inter- and intra-personal qualities.

“Our results support the model and go beyond in terms of changes in students’ not only inter-, but also intra-personal qualities.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The study used a 6-month follow-up assessment to determine long-term impact, but longer follow-up times are needed to evaluate extended durability.

“Another limitation is that we conducted a 6-month follow-up assessment to determine the long-term impact of the intervention; however, future studies should use longer follow-up times to evaluate the extended durability of the intervention.”

May combine two claims.

The large difference between the two experimental groups in somatization suggests that physiological symptoms may be less affected by the indirect effect of teachers' practice but susceptible to personal mindfulness practice.

“The stark difference between the two experimental groups in somatization suggests that physiological symptoms may be less affected by the indirect effect of the teachers’ practice, but susceptible to personal practice of mindfulness.”

Probably not a substantial claim: may not pass S3 (load-bearing).

A possible explanation for the combined intervention's stronger effect on mindfulness and anxiety is their subjective nature stemming from specific attentional biases.

“One possible explanation for the stronger effect of the combined intervention about mindfulness and anxiety may be their subjective nature that stems from specific attentional biases (Bar-Haim et al., 2007).”

• cites Bar-Haim et al., 2007 sourceNot checked — no full text of the source

May combine two claims.

The sample size was small, and the design did not include all possible interventions, such as a direct approach or training only children.

“At last, the size of our sample was small, and the design of the study did not include all the possible interventions (e.g., a direct approach, training only children).”

May combine two claims.

School-level allocation could help prevent indirect effects within schools but may also have introduced bias into the sample.

“Although such allocation of participants could help in preventing indirect effects within schools, it is also possible that it introduced a bias into our sample.”

May combine two claims.

The overall changes in all three groups may be partly explained by the first measure being collected at the beginning of the year and by students' perceptions of classroom environments tending to improve over the year.

“Such overall changes may be partly explained by the fact that the first measure was collected in the beginning of the year, and the students’ perceptions of classroom environments develop over time and tend to improve throughout the year (Turner et al., 2013).”

• cites Turner et al., 2013 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

This effect could also be related to an increase in attentiveness to bodily sensations developed through personal practice.

“This effect could also be related to an increase in attentiveness to bodily sensations developed by personal practice (Kabat-Zinn, 1990, pp 47–93).”

• cites Kabat-Zinn, 1990Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The preliminary results show an overall advantage of the combined method alongside significant benefits from the indirect method.

“The trend that emerges from our preliminary results is an overall advantage of the combined method alongside significant benefits which are produced by the indirect one.”

May combine two claims.

Students' feelings about their teachers are significantly affected by how teachers carry themselves in and around class, and teachers affect students' behavior through role modeling and direct instruction.

“The way students feel about their teachers is significantly affected by the way teachers carry themselves in and around the class (Jennings & Greenberg, 2009; Jennings et al., 2017; Meiklejohn et al., 2012), and teachers affect their students’ behavior through both role modeling and direct instruction (Framework for twenty-first century learning, 2012).”

• cites Jennings & Greenberg, 2009 sourceNot checked — no full text of the source
• cites Jennings et al., 2017 sourceNot checked — no full text of the source
• cites Meiklejohn et al., 2012 sourceNot checked — no full text of the source

May combine two claims.

The combined method yielded the best outcomes, though its advantage over the indirect method varied across measures.

“As predicted, the combined method yielded the best outcomes, although based on post hoc comparisons, its advantage over the indirect one varied among the different measures.”