A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions

This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) interventions in 48 studies on the development of social and emotional skills and the reduction of problem behaviors in 15,498 preschool students. For universal SEL interventions delivered to all...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:Review of educational research Ročník 90; číslo 2; s. 227 - 263
Hlavní autori: Murano, Dana, Sawyer, Jeremy E., Lipnevich, Anastasiya A.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Los Angeles, CA SAGE Publications 01.04.2020
American Educational Research Association
Predmet:
At Risk Students
Behavior Problems
Best Practices
Child Development
Educational Benefits
Effect Size
Elementary school students
Emotional Development
Emotions
Intervention
Learning
Meta Analysis
Preschool Children
Social & emotional learning
Social Development
Students
Systematic review
Teaching Methods
meta-analysis
social and emotional learning (SEL)
preschool
interventions
ISSN:0034-6543, 1935-1046
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí:This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) interventions in 48 studies on the development of social and emotional skills and the reduction of problem behaviors in 15,498 preschool students. For universal SEL interventions delivered to all students, a random-effects model with 33 primary studies showed small to medium effects for the overall development of social and emotional skills (Hedges’s g = .34) and for the reduction of problem behaviors (g = .32), with an overall grand mean of g = .35. For targeted interventions, delivered to at-risk students identified as being in need of additional supports, a random-effects model with 15 primary studies showed medium effects for the overall development of social and emotional skills (Hedges’s g = .44) and for the reduction of problem behaviors (g = .50), with an overall grand mean of g = .48. A meta-regression model showed that intervention program accounted for 83% of heterogeneity in the overall effect size for universal interventions. Overall, this meta-analysis demonstrated that preschool children benefit from SEL interventions in different contexts, particularly those who were identified as being in need of early intervention. Moreover, best practices for preschool SEL interventions may differ from best practices for K–12 students, given the developmental uniqueness of the preschool years.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0034-6543
1935-1046
DOI:10.3102/0034654320914743