A Study of Classroom Management Techniques for Promoting Students’ Psychological Well-Being and Reinforcement Learning Achievement

Abstract

The purpose of this study examines the Classroom Management Techniques for Promoting Students’ Psychological Well-Being and Reinforcement Learning Achievement, learning strategies that benefit students' Psychological Health, Motivation and Academic Achievement through the implementation of Reinforcement Theory. Specifically, positive reinforces or rewards such as verbal praise, individualized incentives, constructive feedback, and positive interpersonal interactions between teachers/students; were assessed as they related to student engagement, discipline, and Learning Attitudes. This study assessed 206 participants across various disciplines to determine the extent that students relied on Reinforcement-based Classroom Management Strategies. The majority of the participants were female (74.3%) therefore providing insight into the perceptions of Reinforcement-based Strategies among a gender-imbalanced group of academically diverse respondents. The study also included an interdisciplinary sample with Computer-Related Majors as the largest cohort of respondents. Descriptive analysis (Means and Standard Deviations) of the data supported the effectiveness of Reinforcement Theory-based Practices in promoting Positive Learning Behaviors. Reliability analysis for the instruments utilized in this study Established via a Cronbach’s Alpha coefficient of 0.859 demonstrating adequate reliability. In conclusion, Classroom Management Strategies using Positive Reinforcement are beneficial in providing Psychological Well-Being and Reinforcement Learning Achievement for students; however, results are limited due to the limited sample size and subsequent representation of participants across various educational settings.