Can Social-Emotional Learning Reduce School Dropout in Developing Countries?

Autor/inn/en	Wang, Huan; Chu, James; Loyalka, Prashant; Xin, Tao; Shi, Yaojiang; Qu, Qinghe; Yang, Chu
Titel	Can Social-Emotional Learning Reduce School Dropout in Developing Countries?
Quelle	In: Journal of Policy Analysis and Management, 35 (2016) 4, S.818-847 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.21915
Schlagwörter	Social Development; Emotional Development; Statistical Analysis; At Risk Students; Dropouts; Anxiety; Junior High School Students; Developing Nations; Control Groups; Rural Areas; Program Evaluation; Program Effectiveness; Foreign Countries; China + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Statistische Analyse; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Angst; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Developing country; Developing countries; Entwicklungsland; Rural area; Ländlicher Raum; Programme evaluation; Programmevaluation; Ausland
Abstract	An alarming number of students drop out of junior high school in developing countries. In this study, we examine the impacts of providing a social-emotional learning (SEL) program on the dropout behavior and learning anxiety of students in the first two years of junior high. We do so by analyzing data from a randomized controlled trial involving 70 junior high schools and 7,495 students in rural China. After eight months, the SEL program reduces dropout by 1.6 percentage points and decreases learning anxiety by 2.3 percentage points. Effects are no longer statistically different from zero after 15 months, perhaps due to decreasing student interest in the program. However, we do find that the program reduces dropout among students at high risk of dropping out (older students and students with friends who have already dropped out), both after eight and 15 months of exposure to the SEL program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01