Differential Effectiveness of a Middle School Social and Emotional Learning Program: Does Setting Matter?
There is a lack of studies in the literature addressing the differential effectiveness of Social and Emotional Learning according to their implementation setting. This study compared the effectiveness of an upper middle school Social and Emotional Learning program applied in two different settings:...
| Publicado en: | Journal of Youth & Adolescence Vol. 47; no. 9; pp. 1978 - 1992 |
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| Autores principales: | , |
| Formato: | Artículo |
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Springer Nature
Sep2018
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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=131319732&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 131319732 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Sep2018 vid: 47 iid: 9 pid: 237 pub: Springer Nature artinfo: ui: 131319732 10.1007/s10964-018-0897-3 ppf: 1978 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 652KB tig: atl: Differential Effectiveness of a Middle School Social and Emotional Learning Program: Does Setting Matter? aug: au: Coelho, Vítor Alexandre Sousa, Vanda affil: Académico de Torres Vedras, Travessa do Quebra-Costas, 9, 2564-910, Torres Vedras, Portugal Centro de Investigação para a Psicologia do Desenvolvimento, Porto, Portugal su: Social emotional learning Classroom environment Teaching methods Ability Control (Psychology) Cognition Emotions Learning Psychology of middle school students Middle schools Self-perception Sex distribution Social skills Training Human services programs Evaluation of human services programs Educational objectives Educational relevance Statistics Data analysis Pre-tests & post-tests sug: subj: Social emotional learning Classroom environment Teaching methods Ability Control (Psychology) Cognition Emotions Learning Psychology of middle school students Middle schools Self-perception Sex distribution Social skills Training Human services programs Evaluation of human services programs Elementary and Secondary Schools Educational objectives Educational relevance Statistics Data analysis Pre-tests & post-tests keyword: Classroom-level variables Program effectiveness Program setting Social and Emotional Learning Classroom-level variables Program effectiveness Program setting Social and Emotional Learning ab: There is a lack of studies in the literature addressing the differential effectiveness of Social and Emotional Learning according to their implementation setting. This study compared the effectiveness of an upper middle school Social and Emotional Learning program applied in two different settings: within school and after-school hours, while controlling for individual and class-level variables. There were 837 students (M12.70; SD = 0.98; 47.6% were female): 246 in the control group, 319 in the after-school intervention group and 272 in the within school schedule intervention group, assessed at pretest, post-test and follow-up seven months later. Multilevel analyses identified more positive intervention results in on self-esteem, self-control, and social awareness for students in the within school schedule groups. Girls gained more in social awareness in both program settings. This study highlights the importance of analyzing Social and Emotional Learning program´s differential effectiveness in order to optimize it. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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