Can Social-Emotional Learning Reduce School Dropout in Developing Countries?
An alarming number of students drop out of junior high school in developing countries. In this study, we examine the impacts of providing a social-emotional learning (SEL) program on the dropout behavior and learning anxiety of students in the first two years of junior high. We do so by analyzing da...
| Publicado en: | Journal of Policy Analysis & Management Vol. 35; no. 4; pp. 818 - 857 |
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| Autores principales: | , , , , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Fall2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=118056469&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 118056469 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02768739 JPA jtl: Journal of Policy Analysis & Management issn: 02768739 maglogo: Y pubinfo: dt: Fall2016 vid: 35 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 118056469 10.1002/pam.21915 ppf: 818 ppct: 39 formats: tig: atl: Can Social-Emotional Learning Reduce School Dropout in Developing Countries? aug: au: Wang, Huan Chu, James Loyalka, Prashant Xin, Tao Shi, Yaojiang Qu, Qinghe Yang, Chu su: China Social emotional learning School dropout prevention Junior high school students Randomized controlled trials Secondary education Junior high school dropouts Test anxiety Developing countries sug: subj: Social emotional learning School dropout prevention Junior high school students Randomized controlled trials Secondary education China Elementary and Secondary Schools Junior high school dropouts Test anxiety Developing countries ab: An alarming number of students drop out of junior high school in developing countries. In this study, we examine the impacts of providing a social-emotional learning (SEL) program on the dropout behavior and learning anxiety of students in the first two years of junior high. We do so by analyzing data from a randomized controlled trial involving 70 junior high schools and 7,495 students in rural China. After eight months, the SEL program reduces dropout by 1.6 percentage points and decreases learning anxiety by 2.3 percentage points. Effects are no longer statistically different from zero after 15 months, perhaps due to decreasing student interest in the program. However, we do find that the program reduces dropout among students at high risk of dropping out (older students and students with friends who have already dropped out), both after eight and 15 months of exposure to the SEL program. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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