Do Effects of Social-Emotional Learning Programs Vary by Level of Parent Participation? Evidence from the Randomized Trial of INSIGHTS

Autor/inn/en	McCormick, Meghan P.; Cappella, Elise; O'Connor, Erin; Hill, Jennifer L.; McClowry, Sandee
Titel	Do Effects of Social-Emotional Learning Programs Vary by Level of Parent Participation? Evidence from the Randomized Trial of INSIGHTS
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016) 3, S.364-394 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2015.1105892
Schlagwörter	Social Development; Emotional Development; Urban Schools; Low Income; Elementary School Students; Academic Achievement; Parent Participation; Personality Traits; At Risk Students; Prevention; Program Implementation; Program Effectiveness; Parent Role; Measures (Individuals); Rating Scales; Teacher Student Relationship; Statistical Analysis; Behavior Problems; Child Behavior; Achievement Tests; Likert Scales; Questionnaires; Eyberg Child Behavior Inventory; Leiter International Performance Scale; Student Teacher Relationship Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Niedriglohn; Schulleistung; Elternmitwirkung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Prävention; Vorbeugung; Parental role; Elternrolle; Messdaten; Rating-Skala; Teacher student relationships; Lehrer-Schüler-Beziehung; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Likert-Skala; Fragebogen
Abstract	Social-Emotional Learning (SEL) programs aim to improve students' social-emotional competencies in order to enhance their achievement. Although SEL programs typically implement classroom curricula, some programs also include a component for parents. Yet, little is known about the types of parents likely to participate in services, and whether parent participation moderates program effects on student outcomes in low-income urban schools. This article aims to fill these gaps in the literature using data from the randomized trial of the SEL program INSIGHTS into Children's Temperament (N = 435 parent/child dyads), which was conducted in 22 low-income urban elementary schools during children's kindergarten and first-grade year. Descriptive findings revealed that children at lower risk for poor achievement had parents who were more likely to participate in program services. In addition, findings from inverse probability of treatment-weighting models demonstrated larger effects of INSIGHTS on academic, attentional, and behavioral outcomes for children whose parents participated at lower rates. Implications for prevention science and SEL program implementation and scale-up are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01