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The Impact of Class-Level Variables on the Effectiveness of a Middle School Social and Emotional Learning Program: A Multilevel Analysis

Published online by Cambridge University Press:  27 October 2017

Vitor Alexandre Coelho  and
Vanda Sousa
Vitor Alexandre Coelho*
Affiliation:
Project Positive Attitude, Académico de Torres Vedras, Portugal
Vanda Sousa
Affiliation:
Project Positive Attitude, Académico de Torres Vedras, Portugal
*
ADDRESS FOR CORRESPONDENCE: Vitor Alexandre Coelho, Project Positive Attitude, Académico de Torres Vedras, Travessa do Quebra-Costas, 9, 2560–703 Torres Vedras, Portugal. Email: [email protected]
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Abstract

This study investigated the impact of class-level variables on the effectiveness of a universal middle school social and emotional learning (SEL) program, as reported by students (7th to 9th grade) and their teachers. There were 746 participants (M age = 13.38; SD = 1.36), comprising 576 in the intervention groups and 170 in the control groups. Results from both self- and teacher reports identified positive intervention gains in social awareness and self-control. According to both types of informants, rural school students benefitted more in social awareness, whereas teacher reports attributed bigger gains in social awareness to 7th- and 8th-graders. These results highlight the importance of class-level variables when analysing the effectiveness of SEL programs.

Keywords

social and emotional learningprogram effectivenessschool locationmultilevel analysis
Type
Special Issue: Social and Emotional Learning
Information
Journal of Relationships Research , Volume 8 , 2017 , e21
Copyright
Copyright © The Author(s) 2017 

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