Abstract:

The teacher intervention Golden5 consists of implementing certain educational practices at classrooms, that satisfies students’ basic psychological needs increasing their self-efficacy beliefs. To test the effectiveness of such teacher intervention we have run a pre-post quasi-experimental design with an equivalent comparison group (intervention = 296 students vs. control = 131 students) in five primary schools in the Basque Country (Spain). Results from an ANOVA analysis revealed that students in the intervention group increased their academic self-efficacy beliefs and mathematical achievement (but not their psychological well-being and language achievement). Also, they reported less decreased satisfaction of basic psychological needs than those in the comparison group. In addition, our results suggest that the satisfaction of basic psychological needs and academic self-efficacy beliefs partially mediate the relationship between the teacher intervention and mathematical achievement, and psychological well-being. In the light of these results, this study discusses the effectiveness of this teacher intervention and its implications for theory and practice

Keywords:

Classroom Intervention, Self-determination, Self-efficacy, Golden5, Wellbeing.