班级水平变量对中学社会与情感学习项目有效性的影响:一个多水平分析

Q3 Psychology

Journal of Relationships Research Pub Date : 2017-10-27 DOI:10.1017/jrr.2017.21

V. Coelho, Vanda Sousa

{"title":"班级水平变量对中学社会与情感学习项目有效性的影响:一个多水平分析","authors":"V. Coelho, Vanda Sousa","doi":"10.1017/jrr.2017.21","DOIUrl":null,"url":null,"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.","PeriodicalId":37757,"journal":{"name":"Journal of Relationships Research","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2017-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jrr.2017.21","citationCount":"6","resultStr":"{\"title\":\"The Impact of Class-Level Variables on the Effectiveness of a Middle School Social and Emotional Learning Program: A Multilevel Analysis\",\"authors\":\"V. Coelho, Vanda Sousa\",\"doi\":\"10.1017/jrr.2017.21\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":37757,\"journal\":{\"name\":\"Journal of Relationships Research\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2017-10-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1017/jrr.2017.21\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Relationships Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1017/jrr.2017.21\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Psychology\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Relationships Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1017/jrr.2017.21","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Psychology","Score":null,"Total":0}

引用次数: 6

摘要

本研究调查了班级水平变量对通用中学社会与情感学习(SEL)项目有效性的影响，调查对象为7 - 9年级学生和他们的老师。共有746名参与者(M年龄= 13.38;SD = 1.36)，干预组576例，对照组170例。自我报告和教师报告的结果都表明，干预在社会意识和自我控制方面取得了积极的进展。根据这两种类型的信息提供者，农村学校的学生在社会意识方面受益更多，而教师报告将社会意识的更大收益归功于七年级和八年级的学生。在分析SEL项目的有效性时，这些结果突出了类级别变量的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

The Impact of Class-Level Variables on the Effectiveness of a Middle School Social and Emotional Learning Program: A Multilevel Analysis

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Relationships Research Psychology-Social Psychology

自引率

0.00%

发文量

期刊介绍： This innovative journal provides researchers and practitioners with access to quality, interdisciplinary, peer-reviewed articles covering the entire range of fields associated with personal, intimate, organizational and family, and social relationships, development, training and analysis of human relationship skills across the life-span. Originally an initiative of the Psychology of Relationships Interest Group of the Australian Psychological Society, the journal became independent within its first year with the intention of publishing papers from the full array of researchers of relationship. The journal features an experienced and eclectic international Editorial Board and is international in its reach. There is a special emphasis on contributions from Asia, including the subcontinent and Pacific regions but the journal welcomes papers from all other parts of the world.