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This study identifies substantial effects of upper-elementary teachers on students’ self-efficacy in math, happiness, and in-class behavior, and shows that the most predictive teaching practices are those closest to these outcomes, including emotional support and classroom organization. It also finds a mismatch: educators who improve test scores are often not equally effective for noncognitive outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-and-teaching-effects-on-studentsattitudes-and-behaviors/602545/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-and-teaching-effects-on-studentsattitudes-and-behaviors/602545.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What student outcomes does the study focus on beyond test scores?","Question",{"text":112,"@type":113},"It examines students’ self-reported self-efficacy in math, happiness in class, and behavior in class, treating these as important noncognitive outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which teaching practices are linked to students’ attitudes and behaviors?",{"text":117,"@type":113},"Students’ attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization.",{"name":119,"@type":110,"acceptedAnswer":120},"Do teachers who improve test scores also improve attitudes and behaviors equally?",{"text":121,"@type":113},"No. The findings indicate that teachers effective at raising test-score outcomes are not equally effective at improving students’ attitudes and behaviors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602545,1792131746,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Educational Evaluation and Policy Analysis March 2017, Vol. 39, No. 1, pp. 146–170 DOI: 10.3102/0162373716670260  \n© 2016 AERA. [http://eepa.aera.net](http://eepa.aera.net)  \nTeacher and Teaching Effects on Students’Attitudes and  \nBehaviors  \nDavid Blazar  \nHarvard University  \nMatthew A. Kraft  \nBrown University  \nResearch has focused predominantly on how teachers affect students’achievement on standardized tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students’self-efficacy in math, and happiness and behavior in class. Students’attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students’attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers’skills.  \nKeywords: teacher effectiveness, instruction, noncognitive outcomes, self-efficacy, happiness, behavior  \nIntroduction  \nEmpirical research on the education production function traditionally has examined how teachers and their background characteristics contribute to students’ performance on standardized tests (Hanushek & Rivkin, 2010; Todd & Wolpin, 2003) . However, a substantial body of evidence indicates that student learning is multidimensional, with many factors beyond their core academic knowledge as important contributors to both short- and long-term success.1 For example, psychologists find that emotion and personality influence the quality of one’s thinking (Baron, 1982) and how much a child learns in school (Duckworth, Quinn, & Tsukayama, 2012) . Longitudinal studies document the strong predictive power of measures of childhood self-control, emotional stability, persistence, and motivation on health and labor market outcomes in adulthood (Borghans, Duckworth, Heckman, & Ter  \nWeel, 2008; Chetty et al., 2011; Moffitt et al., 2011) . In fact, these sorts of attitudes and behaviors are stronger predictors of some long-term outcomes than test scores (Chetty et al., 2011) .  \nConsistent with these findings, decades worth of theory also have characterized teaching as multidimensional. High-quality teachers are thought and expected not only to raise test scores but also to provide emotionally supportive environments that contribute to students’ social and emotional development, manage classroom behaviors, deliver accurate content, and support critical thinking (Cohen, 2011; Lampert, 2001; Pianta & Hamre, 2009) . In recent years, two research traditions have emerged to test this theory using empirical evidence. The first tradition has focused on observations of classrooms as a means of identifying unique domains of teaching practice (Blazar, Braslow, Charalambous, & Hill, 2015; Hamre et al., 2013) . Several of these  \nTeacher and Teaching Effects on Students’Attitudes and Behaviors  \ndomains, including teachers’ interactions with students, classroom organization, and emphasis on critical thinking within specific content areas, aim to support students’ development in areas beyond their core academic skill. The second research tradition has focused on estimating teachers’ contribution to student outcomes, often referred to as “teacher effects”(Chetty, Friedman,& Rockoff, 2014; Hanushek & Rivkin, 2010) . These studies have found that, as with test scores, teachers vary considerably in their ability to affect students’ social and emotional development and a variety of observed school behaviors (Backes & Hansen, 2015; Gershenson, 2016; Jackson, 2012; Jennings & DiPrete, 2010; Koedel, 2008; Kraft & Grace, 2016; Ladd & Sorensen, 2015; Ruzek, Domina, Conley, Duncan","cbCaiaN6RYwXc4v7","https://ap.wps.com/l/cbCaiaN6RYwXc4v7","pdf",889629,25,"English","# Introduction\n## Research Traditions and Teacher Effects\n## Study Design and Research Questions","[{\"question\":\"What student outcomes does the study focus on beyond test scores?\",\"answer\":\"It examines students’ self-reported self-efficacy in math, happiness in class, and behavior in class, treating these as important noncognitive outcomes.\"},{\"question\":\"Which teaching practices are linked to students’ attitudes and behaviors?\",\"answer\":\"Students’ attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization.\"},{\"question\":\"Do teachers who improve test scores also improve attitudes and behaviors equally?\",\"answer\":\"No. The findings indicate that teachers effective at raising test-score outcomes are not equally effective at improving students’ attitudes and behaviors.\"}]","Teacher and Teaching Effects on Students’Attitudes and Behaviors | PDF",1792094850,63]