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Twice as Nice? Sustained Exposure to a Universal Social–Emotional Learning Program Across Multiple Grades
School Mental Health ( IF 3.325 ) Pub Date : 2020-09-18 , DOI: 10.1007/s12310-020-09392-9
Leah J. Hunter , James C. DiPerna , Weiyi Cheng , Puiwa Lei , Susan Crandall Hart

Although universal social–emotional learning programs are increasingly implemented across the USA, few studies have examined the effects of sustained exposure to the same program across multiple grade levels. As such, the goal of this study was to isolate the effects of sustained exposure to a universal social–emotional learning program (Elliott & Gresham, Social skills improvement system: classwide intervention program [SSIS-CIP]. NCS Pearson, Bloomington, MN, 2007), on elementary students’ social, behavioral, and academic outcomes. Compared to students who experienced the SSIS-CIP in second grade only (N = 218), students exposed to the SSIS-CIP in first and second grade (N = 181) showed further gains in several social skill domain areas as well as academic engagement at the end of second grade. Interactions, however, indicated that some effects were potentially moderated by student or class-level skills at the beginning of second grade. Future research considerations and practical implications for universal social–emotional learning programming are discussed.



中文翻译:

两次一样好?持续接触多个年级的普遍社会情感学习计划

尽管在美国越来越多地实施普遍的社会情感学习计划,但是很少有研究检查了多个年级水平上持续接触同一计划的影响。因此,本研究的目的是隔离持续暴露于普遍的社会情感学习计划的影响(Elliott&Gresham,《社交技能改善系统:全班干预计划》 [SSIS-CIP]。NCSPearson,Bloomington,MN, 2007年),关于小学生的社会,行为和学术成果。与仅在二年级时经历过SSIS-CIP的学生相比(N  = 218),在一年级和二年级中接触过SSIS-CIP的学生(N = 181)在多个社交技能领域取得了进一步的进步,并在二年级末完成了学术活动。但是,互动表明,某些影响可能在二年级开始时被学生或班级技能所缓和。讨论了未来的研究考虑因素和对普遍的社会情感学习计划的实践意义。

更新日期:2020-09-20
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