Assessing the Efficacy of a School-Based Social-Emotional Learning Intervention.
AbstractThis randomized controlled study examined the efficacy of an online social-emotional learning intervention with a sample of 283 sixth to eighth-grade students (Ages 12–14 years; Male = 134, 47.3%) from 22 classrooms. Results indicated significant gains in mental health knowledge and school e...
| Publicado en: | Child & Youth Services pp. 1 - 34 |
|---|---|
| Autores principales: | , , , , , , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2026
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=197035467&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 197035467 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0145935X 82R jtl: Child & Youth Services issn: 0145935X maglogo: N pubinfo: dt: Sep2026 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 197035467 10.1080/0145935x.2026.2723930 197035467 ppf: 1 ppct: 33 formats: tig: atl: Assessing the Efficacy of a School-Based Social-Emotional Learning Intervention. aug: au: Ma, Lin Pitts, Robyn Thomas Huang, Jinjin Raoul, Akila McKown, Clark DeRosier, Melissa E. Childress, Deb affil: Department of Research Methods and Information Science, Morgridge College of Education, University of Denver sug: ab: AbstractThis randomized controlled study examined the efficacy of an online social-emotional learning intervention with a sample of 283 sixth to eighth-grade students (Ages 12–14 years; Male = 134, 47.3%) from 22 classrooms. Results indicated significant gains in mental health knowledge and school engagement for the treatment group compared to the control group. Students who engaged more in modules showed more substantial increases in content knowledge and social-emotional learning competencies. Findings also suggest that modules most positively impacted Hispanic students’ self-efficacy, school engagement, and life skills. The importance of this online intervention as an innovative setting is discussed. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|