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Comparing Two Low Middle School Social and Emotional Learning Program Formats: A Multilevel Effectiveness Study

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Abstract

Understanding which factors are relevant for the effectiveness of social and emotional learning programs is of key importance in designing interventions. This study investigated the effectiveness of a universal, school-based, social and emotional learning program for low middle school students (5th and 6th grades) and compared two program delivery formats for the intervention: curriculum (a semi-structured format) and pre-package (fixed structure).The program also analyzed differential gender effects. There were 982 participants (M age  = 11.22; SD = 1.02, 46.8 % girls): 318 in the control condition, 355 students in the intervention delivered with a curriculum format and 309 in the intervention delivered in a pre-package format, assessed at pretest, posttest and follow-up eight months later. Multilevel analyses identified positive intervention results in social awareness, self-control, self-esteem, social isolation and social anxiety. The pre-packaged format led to better results in self-esteem and social isolation. Boys gained more in social awareness in both program delivery formats. These findings support the program’s effectiveness and the importance of designing the intervention to match program delivery formats with developmental needs.

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Acknowledgments

The authors would like to thank Bárbara Soares for her assistance in the English editing.

Authors’ Contributions

VAC conceived of the study, participated in its design and coordination, performed the statistical analysis and drafted the manuscript; VS conceived of the study, participated in the design, performed the measurement, the statistical analysis and interpretation of the data. All authors read and approved the final manuscript.

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Authors and Affiliations

  1. Académico Torres Vedras, Travessa do Quebra-Costas, 9, 2564-910, Torres Vedras, Portugal

    Vitor Alexandre Coelho & Vanda Sousa

Authors
  1. Vitor Alexandre Coelho
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  2. Vanda Sousa
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Corresponding author

Correspondence to Vitor Alexandre Coelho.

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Conflict of interest

The authors report no conflict of interests.

Funding

Project Positive Attitude is funded by the Municipality of Torres Vedras.

Ethical Approval

The present study was conducted following the national professional code of ethics for psychologists, following national legislation.

Informed Consent

All schools used passive informed consent, following national legislation when a program is integrated into the school curriculum.

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Coelho, V.A., Sousa, V. Comparing Two Low Middle School Social and Emotional Learning Program Formats: A Multilevel Effectiveness Study. J Youth Adolescence 46, 656–667 (2017). https://doi.org/10.1007/s10964-016-0472-8

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  • DOI: https://doi.org/10.1007/s10964-016-0472-8

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