Effects of a school-based social–emotional competence program: Linking children's goals, attributions, and behavior

Frey, Karin S.; Nolen, Susan Bobbitt; Edstrom, Leihua Van Schoiack; Hirschstein, Miriam K.

doi:10.1016/j.appdev.2004.12.002

Cited by 163 publications

(101 citation statements)

References 56 publications

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“…In terms of engagement with school, the experimental registered statistically signifi cant higher values on intrinsic motivation, when compared to the control group. These fi ndings are consistent to other studies (Frey et al, 2005), including those that demonstrate that the promotion of social and emotional skills positively impacts on executive functions (Riggs, Jahromi, Razza, Dillworth-Bart, & Mueller, 2006). There is evidence that intrinsic motivation is related to self-control and to positive affect (Isen & Reeve, 2005).…”

Section: Discussionsupporting

confidence: 81%

“…Effi cacy of school-based programs that promote social and emotional skills is well established (Hutchings et al, 2012), also at a cross-cultural level (Kimber, Sandell, & Bremberg, 2008;Moreira, Crusellas, Sá, Gomes, & Matias, 2010;Ross, Sheard, Cheung, Elliott, & Slavin, 2011), as revealed by several meta-analyses (e.g., Diekstra, Sklad, Gravesteijn, Ben, & Ritter, 2008;Durlak, Weissberg, & Pachan, 2010;Frey, Nolen, van Schoiack, & Hirschstein, 2005).…”

Section: The Effi Cacy Of Social and Emotional Skills Promotion Programsmentioning

confidence: 99%

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Long-term impact of the promotion of social and emotional skills

Moreira¹,

Jacinto²,

Pinheiro³

et al. 2014

Psicol. Reflex. Crit.

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Social and emotional skills are protective factors against several negative functioning indicators. A current challenge on social and emotional skills research is to descrive of the long-term impact of social and emotional development programs. The objective of this follow-up study was to evaluate the long-term impact of a program for the development of social and emotional skills -"Crescer a Brincar" (Growing up Playing) -on disruptive behaviors and on students' engagement with school eight years after the beginning and four years after the end of the intervention. Results revealed that the experimental group registered lower disruptive behaviors and higher intrinsic motivation. These results have important implications for the promotion of positive youth development, especially for the promotion of health in school-based interventions. Keywords: Social and emotional skills, school-based interventions, school engagement, disruptive behaviors. ResumoAs competências sociais e emocionais são fatores de proteção contra vários indicadores de funcionamento negativo. Um dos desafi os atuais na investigação ao nível da promoção de competências sociais e emocionais é o seu impacto a longo-prazo. O objetivo deste estudo de follow-up foi avaliar o impacto do programa de promoção de competências sociais e emocionais "Crescer a Brincar" nos comportamentos disruptivos e no envolvimento dos alunos com a escola, oito anos depois do início do programa e quatro anos depois do fi nal da intervenção. Os resultados demonstraram que o grupo experimental registrou menos comportamentos disruptivos e maior motivação intrínseca. Estes resultados têm implicações importantes para a promoção de desenvolvimento positivo entre crianças e jovens em contexto escolar. Palavras-chave: Competências sociais e emocionais, intervenções em meio escolar, envolvimento escolar, comportamentos disruptivos.

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Section: Discussionsupporting

confidence: 81%

Section: The Effi Cacy Of Social and Emotional Skills Promotion Programsmentioning

confidence: 99%

Long-term impact of the promotion of social and emotional skills

Moreira¹,

Jacinto²,

Pinheiro³

et al. 2014

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

show abstract

“…However, schoolbased bullying programs can focus on the potential mediating variables of emotional dysregulation, depression, anger, and social skills deficit. One approach that is gaining more attention in bullying prevention is the social emotional learning approach (Frey, Nolen, Van Schoiack Edstrom, & Hirschstein, 2005). Social-emotional learning as a framework emerged from influences across different movements that focused on resiliency and teaching social and emotional competencies to children and adolescents (Elias et al, 1997).…”

Section: School Servicesmentioning

confidence: 99%

Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School

et al. 2011

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A growing body of literature is demonstrating associations between childhood maltreatment and bullying involvement at school. In this literature review, five potential mediators (explanatory) and three potential moderators (mitigates or exacerbates) of the association between childhood maltreatment and school bullying are proposed. Mediators include emotional dysregulation, depression, anger, and social skills deficits. Moderators reviewed include quality of parent-child relationships, peer relationships, and teacher relationships. Although there might be insurmountable challenges to addressing child maltreatment in primary or universal school-based prevention programs, it is possible to intervene to improve these potentially mediating and moderating factors.

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“…Previous research shows that other school-based social-emotional programs are consistently integrated into routines (i.e. Frey, Nolen, Edstrom, & Hirschstein, 2005;Jones, Brown, Hoglund, & Aber, 2010;Webster-Stratton, Reid, & Stoolmiller, 2008). Therefore, implementation of MindMasters 2 may be more effective if used on a regular basis.…”

Section: Discussionmentioning

confidence: 99%

Exploring Grade 3 Teachers’ Perspectives on the Acceptability and Efficacy of MindMasters 2

Santos¹

2018

JEDP

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MindMasters 2 is a curriculum resource designed to promote social and emotional skills, such as relaxation, positive thinking, and mindfulness. The purpose of this study was to assess teachers' perspectives regarding MindMasters 2's acceptability and efficacy in classrooms over a 3-month period, and obtain suggestions for future improvement. Six Grade-3 teachers took part in semi-structured interviews post-implementation, which were audio-recorded, transcribed verbatim and analyzed thematically. Nine broad themes were identified, which are discussed in detail. Overall, teachers found MindMasters 2 acceptable in a classroom setting, and observed changes in children's emotional regulation, focus in the classroom, and peer relationships. Teachers also noted children's use of the resource outside of the classroom environment. Suggestions for improvement included more training opportunities, broader variety in activities, and the addition of a parent section. According to teachers' perspectives, MindMasters 2 may be a useful resource when attempting to meet specific curriculum objectives.

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Effects of a school-based social–emotional competence program: Linking children's goals, attributions, and behavior

Cited by 163 publications

References 56 publications

Long-term impact of the promotion of social and emotional skills

Long-term impact of the promotion of social and emotional skills

Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School

Exploring Grade 3 Teachers’ Perspectives on the Acceptability and Efficacy of MindMasters 2

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