The Role of Participant Responsiveness on a Socio-Emotional Learning Program

Abstract

The present study set out to evaluate participant responsiveness, one of the main dimensions of implementation quality, in a Socio-Emotional Learning after-school program using Educational Dance activities, Experiencing Emotions, and also to understand its influence on program outcomes. The sample involved 98 middle-school Portuguese pupils, 53 of whom participated in the program and 45 in after-school control sessions. Outcome measures included pre-test and post-test questionnaires of pupils' socio-emotional skills, well-being and school engagement. A self-report item measured pupils' satisfaction at the end of the program, and a checklist measuring attendance and homework completion was filled in by the facilitator at each session of the program and control condition. Results revealed (1) high levels of pupils' satisfaction and attendance, and a medium-high level of homework completion towards the program; (2) that pupils' higher attendance rate in the program predicted higher results in the self-management (p = .04, d = .57; p = .003, d = .87) and social awareness (p = .04, d = .59) SEL domains, emotional (p = .02, d = .67) and psychological (p = .009, d = .76) well-being and school engagement (p = .04, d = .56); (3) that pupils' higher rate of homework completion in the program predicted higher results in the relationship skills SEL area (p = .04, d = .59) and in school engagement (p = .005, d = 1.50); (4) that pupils' from the control condition higher rates of homework completion also predicted better school engagement (p = .006, d = .88). Implications for research and practice are discussed.

Social and Emotional Learning in the Ibero-American Context: A Systematic Review

“…On the other hand, if we analyse the relationship between the main characteristics of the SEL programmes included in this systematic review and their effectiveness, we can see that the interventions that have been developed in out-of-school time (e.g., Santos et al, 2013 ; Salgado and Marques-Pinto, 2017 ), that employ video games (e.g., Cejudo et al, 2020 ) or alternative sports (e.g., Luna et al, 2019 ) among their procedures, practices, strategies, techniques and/or resources, with exclusively compulsory secondary education population (e.g., Castillo et al, 2013 ; Rodríguez-Ledo et al, 2018 ; Luna et al, 2019 ; Cejudo et al, 2020 ), are associated to a greater extent with a lower impact on the dependent variables considered, yielding results that are not statistically significant. Quite the opposite happens with those SEL programmes implemented in school time, as part of the curriculum, in which teachers and/or responsible external staff are trained to carry out a sequenced, active, focused, and explicit SEL training with the participating students (e.g., Milicic et al, 2013 ; Coelho et al, 2014 , 2015 , 2016a , b ; Berger et al, 2014 ; Waldemar et al, 2016 ; Coelho and Sousa, 2017a , b ; Coelho and Sousa, 2018 ; Mira-Galvañ and Gilar-Corbi, 2020 ), as they reveal a greater impact on socioemotional competencies, well-being, and school achievement.…”

Programas de intervenção em habilidades e competências socioemocionais: revisão sistemática da literatura

“…Pesqui. | 17 | 1-34 | 2023DOI:10.34019/1982-1247.2023 Quanto à estratégia em relação ao turno em que as intervenções foram realizadas, sete delas ocorreram após as aulas (Bermejo-Martins et al, 2018;Boyes et al, 2020;Garcia et al, 2019;Gopalan et al, 2013;Jayman et al, 2019;Mihić et al, 2020;Pereira & Marques-Pinto, 2017), podendo ser denominadas atividades aditivas ou extracurriculares; oito no período das aulas dentro de alguma disciplina (Berger et al, 2014;Chaux et al, 2017;Coelho et al, 2014;Gubbels et al, 2014;Kiviruusu et al, 2016;Milic et al, 2013;Sidera et al, 2019), podendo ser consideradas curriculares. Doze não especificaram esse detalhe (Bradley et al, 2012;Campos et al, 2020;Cardoso-Moreno et al, 2015;Faria et al, 2019;Garaigordobil et al, 2016;Garcia et al, 2019;Giménez-Dasí et al, 2017;Leal et al, 2020;Marques et al, 2020;Merino et al, 2014;Mesurado et al, 2020;Pavoski, et al, 2018).…”

“…espanhol; Pereira eMarques-Pinto (2017), no contexto português;Zyga et al (2018), no estadunidense; Merino et al (2014) no chileno; Mensurado et al (2020) no argentino; Boyes et al (2020) no australiano; e Leal et al (2020) no brasileiro. É importante destacar que alguns destes estudos, embora não especifiquem o modelo teórico, apontam que várias fontes foram usadas para a elaboração das atividades.…”