Responsive Classroom Intervention (RC)
Initiative Description: the study examined the contribution of students’ gender and math and science anxiety as well as schools’ use of RC as a Social and Emotional Learning (SEL) practice help students’ math and science self-efficacy.
Study Results: RC practices created classroom conditions in which students’ anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science.
Reference: Griggs, M. S., Rimm-Kaufman, S. E., Merritt, E. G., & Patton, C. L. (2013). The “Responsive Classroom” approach and fifth grade students’ math and science anxiety and self-efficacy. School Psychology Quarterly, 28(4), 360-373.