School-wide positive behavior for learning: Effects of dual focus on boys’ and girls’ behavior and motivation for learning

Positive Behavior for Learning (PBL) is a school-wide systemic approach to promoting both positive behaviors and student learning. A total of 827 boys and 888 girls from 4 Australian primary and 8 secondary schools implementing PBL (experimental) were compared with 188 boys and 226 girls from 2 primary and 4 secondary schools (control) (Total N = 2129). A multiple-indicator-multiple-indicator-cause (MIMIC) approach to structural equation modeling found that the experimental group scored significantly higher in (a) behavioral management input, (b) positive behaviors, (c) knowledge about behaviors, (d) effort goal orientation, and (e) value of schooling. Gender effects were small, favoring girls. Evidence shows that PBL may benefit all students in both behavior and motivation variables, but more work may be needed for boys.