The Impact of a School-Based Social and Emotional Learning Program on the Self-Concept of Middle School Students // O impacto de um programa escolar de Aprendizagem Socioemocional sobre o autoconceito de alunos de 3º ciclo

2014 ◽  
Vol 19 (2) ◽  
pp. 347-365 ◽  
Author(s):  
Vítor Coelho ◽  
Vanda Sousa ◽  
Ana-Paula Figueira
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Social And Emotional Learning ◽  
The Self ◽  
Self Concept ◽  
Learning Program ◽  
School Students ◽  
Social And Emotional ◽  
School Based ◽  
The Impact

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

2017 ◽  
Vol 8 ◽  
Author(s):  
Vitor Alexandre Coelho ◽  
Vanda Sousa
Keyword(s):  
Middle School ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Awareness ◽  
Learning Program ◽  
School Students ◽  
Social And Emotional ◽  
Class Level ◽  
Teacher Reports ◽  
The Impact

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 (Mage = 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.

scholarly journals Positive Attitude Program’s Impact upon Self-Concept across Childhood and Adolescence // Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: El papel mediador del compromiso académico y la autoeficacia

2016 ◽  
Vol 21 (2) ◽  
pp. 261-280 ◽  
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante ◽  
Vanda Sousa
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Elementary Students ◽  
Repeated Measures ◽  
Self Report ◽  
Self Concept ◽  
Childhood And Adolescence ◽  
School Students ◽  
Social And Emotional ◽  
Repeated Measures Design

This study aims to analyze the differential impact of social and emotional learning programs between Portuguese elementary and middle school students, and to clarify developmental and gender differences in children and adolescents self-concept. The sample included 2682 students, 1237 elementary students (4th grade; Mage = 9.24; SD = 0.72) and 1445 middle school students (7th to 9th grade: Mage = 13.30; SD = 1.32). Self-report questionnaires were administered before and after intervention. Multilevel linear modeling with a repeated measures design was used to evaluate the effects of the program on self- concept. Results show significant intervention gains in social and emotional self-concept, which differ by grade level (elementary students benefited more). There were also differences between genders, boys showed more benefits in social self-concept and girls in emotional self-concept as well as a smaller decrease in academic self-concept. Participation in the programs led to more pronounced gains for elementary school students. 

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