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23-03-2016 | Empirical Research

Comparing Two Low Middle School Social and Emotional Learning Program Formats: A Multilevel Effectiveness Study

Auteurs: Vitor Alexandre Coelho, Vanda Sousa

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 3/2017

Abstract

Understanding which factors are relevant for the effectiveness of social and emotional learning programs is of key importance in designing interventions. This study investigated the effectiveness of a universal, school-based, social and emotional learning program for low middle school students (5th and 6th grades) and compared two program delivery formats for the intervention: curriculum (a semi-structured format) and pre-package (fixed structure).The program also analyzed differential gender effects. There were 982 participants (M _age = 11.22; SD = 1.02, 46.8 % girls): 318 in the control condition, 355 students in the intervention delivered with a curriculum format and 309 in the intervention delivered in a pre-package format, assessed at pretest, posttest and follow-up eight months later. Multilevel analyses identified positive intervention results in social awareness, self-control, self-esteem, social isolation and social anxiety. The pre-packaged format led to better results in self-esteem and social isolation. Boys gained more in social awareness in both program delivery formats. These findings support the program’s effectiveness and the importance of designing the intervention to match program delivery formats with developmental needs.

vorige artikel Engagement and Mentor Support as Drivers of Social Development in the Project K Youth Development Program

volgende artikel Discrepancies in Autonomy and Relatedness Promoting Behaviors of Substance Using Mothers and Their Children: The Effects of a Family Systems Intervention

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Titel: Comparing Two Low Middle School Social and Emotional Learning Program Formats: A Multilevel Effectiveness Study
Auteurs: Vitor Alexandre Coelho
Vanda Sousa
Publicatiedatum: 23-03-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 3/2017
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-016-0472-8

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