Promoting Positive Youth Development through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects

Autor/inn/en	Taylor, Rebecca D.; Oberle, Eva; Durlak, Joseph A.; Weissberg, Roger P.
Titel	Promoting Positive Youth Development through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects
Quelle	In: Child Development, 88 (2017) 4, S.1156-1171 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12864
Schlagwörter	Meta Analysis; Social Development; Emotional Development; Intervention; Kindergarten; Elementary Secondary Education; Program Effectiveness; Youth Programs; Skill Development; Well Being; Racial Differences; Socioeconomic Status; Geographic Location; Predictor Variables; Child Development; Graduation; Sexuality; Foreign Countries + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Soziale Entwicklung; Gefühlsbildung; Jugendsofortprogramm; Kompetenzentwicklung; Qualifikationsentwicklung; Well-being; Wellness; Wohlbefinden; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Prädiktor; Kindesentwicklung; Abschluss; Graduierung; Sexualität; Ausland
Abstract	This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M[subscript age] = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. Benefits were similar regardless of students' race, socioeconomic background, or school location. Postintervention social-emotional skill development was the strongest predictor of well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students' developmental trajectories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01