Positive Behaviour for Learning: Improving Student Behaviour to Enhance Educational Outcomes
This study examines a new initiative implemented in Australian schools referred to as Positive Behaviour for Learning (PBL) and its effect on important educational outcomes. PBL, derived from the Positive Behaviour Interventions and Supports (PBIS) program developed in the US, focuses on improving student behaviour but in the Australian context has further emphasised the transferability of implementation effects to sustainable learning outcomes including students’ self-concept and motivation. 2 258 students from schools implementing PBL (experimental group) and 465 student from schools on a wait list for implementation in the next year (control group) responded to a questionnaire. Results from multivariate analysis of variance showed that the experimental group had relatively higher scores for various facets of self-concept and motivation. Evidence suggested positive gains in psychosocial outcomes due to PBL implementation. Since these psychosocial determinants of learning success have the potential of leading to long-term tangible gains in learning outcomes, processes of PBL implementation may further strengthen the facilitation of these constructs.
Keywords: Student Motivation, Student Self-Concept, Behaviour Management, Educational Outcomes
Dr. Katrina Barker
Lecturer, School of Education, University of Western Sydney