Effects of a social-emotional learning intervention on students' resiliency and internalizing symptoms
Format:
Book
Publication Date:
Nov 30, 2012
Publisher:
University of California, Riverside
Place of Publication:
[Riverside, California]
Pages:
45
Sources ID:
88981
Notes:
Access: http://search.proquest.com/docview/1429503877?accountid=14521External Resources: Cite This Item Search for versions with same title and author | Advanced options ...
Dissertation: M.A.; University of California, Riverside; 2013
Access: Materials specified: Online versionhttp://search.proquest.com/docview/1429503877?accountid=14521 Note: UC access only
Named Corp: University of California, Riverside. School of Education. Genre/Form: Dissertations, Academic -- UCR -- Education. Academic theses. Academic theses.
Geographic: California, Southern.
System Info: Mode of access: World Wide Web.
Note(s): Includes abstract./ Title from first page of PDF file (viewed October 21, 2013)./ Includes bibliographical references./ Available via ProQuest Digital Dissertations.
Class Descriptors: LC: LB1072
Responsibility: by Kristine Cramer.
Material Type: Document (dct); Thesis/dissertation (deg); Internet resource (url); eBook (ebk)
Date of Entry: 20131022
Update: 20190518
Provider: OCLC
Access: http://www.escholarship.org/uc/item/9hg8j3fgExternal Resources: Cite This Item Advanced options ...
Access: http://www.escholarship.org/uc/item/9hg8j3fg Materials specified: Item Resolution URL Instruction: Put this Resolution URL in a web browser to view this item. Genre/Form: publication
Identifier: Educational psychology; Developmental psychology; cultural and linguistic diversity; high school students; intervention outcomes; school-based intervention; social-emotional learning
Note(s): 52/ application/pdf
General Info: Open access content/ Open access content/ public
Material Type: Internet resource (url)
Date of Entry: 20180206
Update: 20180206
Provider: OCLC
External Resources: Cite This Item Advanced options ...Identifier: Educational psychology; Developmental psychology; cultural and linguistic diversity, high school students, intervention outcomes, school-based intervention, social-emotional learning
Note(s): application/pdf
General Info: Open access content/ Open access content/ public
Date of Entry: 20181206
Update: 20181206
Provider: OCLC
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
Student self-reports of resiliency and social-emotional internalizing problems were examined to determine intervention effects of a social and emotional learning (SEL) program. Data were analyzed from twenty culturally and linguistically diverse high school students who participated in a school-based 12 lesson SEL intervention and completed all data points (full pre, post, and follow up). Participants were in grades nine and ten and included sixteen male students. Students' self reports of resiliency and internalizing symptoms were assessed before intervention, immediately after intervention, and at two months following the intervention. Statistically significant gains in self-reported resiliency immediately after intervention were obtained; furthermore, these gains in resiliency were maintained two months after the intervention. Reductions in students' self-reported internalizing problems were not observed. Student reports of social validity suggest high levels of intervention acceptability and relevance for use with culturally and linguistic diverse high school students.