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17-07-2018 | Empirical Research

Differential Effectiveness of a Middle School Social and Emotional Learning Program: Does Setting Matter?

Auteurs: Vítor Alexandre Coelho, Vanda Sousa

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 9/2018

Abstract

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 (M_age =12.70; 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.

vorige artikel Development of Friendship and Task Values in a New School: Friend Selection for the Arts and Physical Education but Socialization for Academic Subjects

volgende artikel Modeling Trajectories of Sensation Seeking and Impulsivity Dimensions from Early to Late Adolescence: Universal Trends or Distinct Sub-groups?

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Titel: Differential Effectiveness of a Middle School Social and Emotional Learning Program: Does Setting Matter?
Auteurs: Vítor Alexandre Coelho
Vanda Sousa
Publicatiedatum: 17-07-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 9/2018
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-018-0897-3

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