%0 Journal Article
%T The Classroom as a Developmental Context for Cognitive Development: A Meta
%A Claire Piccinin
%A Dieter Baeyens
%A Jantine Spilt
%A Karine Verschueren
%A Loren Vandenbroucke
%J Review of Educational Research
%@ 1935-1046
%D 2018
%R 10.3102/0034654317743200
%X Executive functions (EFs), important cognitive processes that enable goal-directed behavior, develop due to maturation and environmental stimulation. The current study systematically reviews and synthesizes evidence on the association between teacher¨Cstudent interactions and EFs. The search resulted in 28 studies, from which 23 studies provided sufficient data to be included in the calculations. Overall effect sizes indicate that teacher¨Cchild interactions are related to general executive functioning, working memory, and inhibition but not cognitive flexibility. Relationships were stronger for studies including children at the beginning of elementary school, studies with higher socioeconomic status participants and more boys, and studies measuring teacher¨Cchild interactions at the dyadic level. This study shows that qualitative teacher¨Cchild interactions are important for performance in EFs in children. This suggests that teachers can promote the cognitive processes that are essential in children¡¯s learning by changing their behavior to create an emotionally positive, structured, and cognitively stimulating classroom environment
%K effect size
%K meta-analysis
%K school/teacher effectiveness
%K social context
%K student cognition
%U https://journals.sagepub.com/doi/full/10.3102/0034654317743200