A universal socio-emotional learning programme for child adjustment and peer relationships

-д хадгалсан:

Номзүйн дэлгэрэнгүй
-д хэвлэсэн:	International Journal of Emotional Education vol. 17, no. 1 (Apr 2025), p. 111
Үндсэн зохиолч:	Moreir, Sofia
Бусад зохиолчид:	Coelho, Vera, Peixoto, Carla, Espain, Andreia, Azevedo, Helena
Хэвлэсэн:	European Centre for Educational Resilience and Socio-Emotional Health
Нөхцлүүд:	Portugal Behavior Peer relationships Psychology Intervention Gender Questionnaires Teachers Elementary schools Academic achievement Social & emotional learning Cooperation Students Adjustment Hyperactivity Emotions Emotional disturbances Behavior problems Classrooms Prosocial behavior Social behavior School based intervention Females Elementary school students Parent-child relations Elementary education Social problems Educational systems Student attitudes Public schools Peers Attitudes Peer Relationship Psychological Evaluation Psychological Needs Emotional Problems Child Psychology Grade 4 Competence Control Groups Parent Participation Learning Strategies School Psychology Periodicals Middle Schools Educational Psychology Correlation
Онлайн хандалт:	Citation/Abstract Full Text Full Text - PDF
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Тодорхойлолт
Хураангуй:	Universal SEL interventions have garnered increasing attention in educational systems worldwide, including in Portuguese schools, with short- and long-term benefits for students, such as social and emotional competencies, academic performance, and positive attitudes and behaviours. Using a pre- and post-test design, the current study aims to analyse the effects of a universal SEL intervention on elementary school students' emotional problems, behaviour problems, hyperactivity behaviours, peer relationship problems, and pro-social behaviours, as well as the quality of peer relationships in the classroom. Participants included 207 fourth-grade students (50.5% females) from Portuguese public elementary schools, aged between 8 and 13 years (Mage = 9.15, SD = 0.56). Measures comprised the Strengths and Difficulties Questionnaire, completed by teachers, and the Classroom Peer Context Questionnaire, completed by students. Students attended a 32-week classroom-based universal SEL intervention during one school year. Results show a positive effect of the intervention on students' psychological adjustment (emotional symptoms, peer problems, hyperactivity), prosocial behaviours and mutual affection, even though small effect sizes were found. Male students reported higher peer problems and hyperactivity, which significantly improved at post intervention, while female students exhibited an increase in prosocial behaviours.
ISSN:	2073-7629
DOI:	10.56300/OYEX7238
Эх сурвалж:	Sociology Database