A meta-analysis of social emotional learning outcomes in challenge course programs
Format:
Book
Publication Date:
Nov 30, 2016
Pages:
42
Sources ID:
89306
Notes:
External Resources: Cite This Item Search for versions with same title and author | Advanced options ...Dissertation: D. Ed.; University of Colorado Denver
System Info: System requirements: Adobe Reader.
Note(s): Includes bibliographical references.
Class Descriptors: LC: LD1193.L647 2017d
Responsibility: by Anita Dawn Ferrell.
Material Type: Thesis/dissertation (deg)
Date of Entry: 20170804
Update: 20190528
Provider: OCLC
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
The objective of this study was to measure the effectiveness of challenge course programs in building students' skills related to the core competencies of the CASEL model for social emotional learning (SEL) through a meta-analysis of challenge course program studies. The total sample, from twenty control group studies, consisted of 1401 students (697 in control groups, 704 in experimental groups). Outcomes were categorized based on five core competencies of SEL: self-awareness, self-management, social awareness, relationship skills and responsible decision-making. Measures relating to self-awareness across studies had a moderate mean effect (mean d = 0.41), suggesting that challenge course programs may have positive outcomes in constructs underlying the core SEL competency of self-awareness. This study also provides new information that can help provide a framework of common language when considering program outcomes across school, experiential education and therapeutic programs.