The Impact of Class-Level Variables on the Effectiveness of a Middle School Social and Emotional Learning Program: A Multilevel Analysis. Sousa, Vanda.
Short Title:
The Impact of Class-Level Variables on the Effectiveness of a Middle School Social and Emotional Learning Program
Format:
Journal Article
Publication Date:
Nov 30, 2016
Sources ID:
89151
Notes:
Access: https://nls.ldls.org.uk/welcome.html?ark:/81055/vdc_100053006167.0x000003External Resources: Cite This Item Search for versions with same title and author | Advanced options ...
In: Journal of relationships research ISSN: 1838-0956 (BLDLSjnlIssueARKID)ark:/81055/vdc_100041320858.0x000001
Access: https://nls.ldls.org.uk/welcome.html?ark:/81055/vdc_100053006167.0x000003 Note: View item
Note(s): In: Journal of relationships research, Vol. 8, no. ( 2017), p.-.
Material Type: Document (dct); Internet resource (url)
Date of Entry: 20180920
Update: 20180920
Provider: OCLC
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
Abstract : This study investigated the impact of class-level variables on the effectiveness of a universal middle school social and emotional learning (SEL) program, as reported by students (7th to 9th grade) and their teachers. There were 746 participants ( M age = 13.38; SD = 1.36), comprising 576 in the intervention groups and 170 in the control groups. Results from both self- and teacher reports identified positive intervention gains in social awareness and self-control. According to both types of informants, rural school students benefitted more in social awareness, whereas teacher reports attributed bigger gains in social awareness to 7th- and 8th-graders. These results highlight the importance of class-level variables when analysing the effectiveness of SEL programs.