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The Role of Participant Responsiveness on a Socio-Emotional Learning Program

Published online by Cambridge University Press:  19 January 2017

Nádia Salgado Pereira  and
Alexandra Marques-Pinto
Nádia Salgado Pereira*
Affiliation:
Universidade de Lisboa (Portugal)
Alexandra Marques-Pinto
Affiliation:
Universidade de Lisboa (Portugal)
*
*Correspondence concerning this article should be addressed to Nádia Salgado Pereira. Department of Educational Psychology. Faculty of Psychology. University of Lisbon. Alameda da Universidade. 1649–013. Lisboa (Portugal). E-mail: [email protected]
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Abstract

The present study set out to evaluate participant responsiveness, one of the main dimensions of implementation quality, in a Socio-Emotional Learning after-school program using Educational Dance activities, Experiencing Emotions, and also to understand its influence on program outcomes. The sample involved 98 middle-school Portuguese pupils, 53 of whom participated in the program and 45 in after-school control sessions. Outcome measures included pre-test and post-test questionnaires of pupils’ socio-emotional skills, well-being and school engagement. A self-report item measured pupils’ satisfaction at the end of the program, and a checklist measuring attendance and homework completion was filled in by the facilitator at each session of the program and control condition. Results revealed (1) high levels of pupils’ satisfaction and attendance, and a medium-high level of homework completion towards the program; (2) that pupils’ higher attendance rate in the program predicted higher results in the self-management (p = .04, d = .57; p = .003, d = .87) and social awareness (p = .04, d = .59) SEL domains, emotional (p = .02, d = .67) and psychological (p = .009, d = .76) well-being and school engagement (p = .04, d = .56); (3) that pupils’ higher rate of homework completion in the program predicted higher results in the relationship skills SEL area (p = .04, d = .59) and in school engagement (p = .005, d = 1.50); (4) that pupils’ from the control condition higher rates of homework completion also predicted better school engagement (p = .006, d = .88). Implications for research and practice are discussed.

Keywords

implementation qualityparticipant responsivenessprogram outcomessocio-emotional learning
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 20 , 2017 , E2
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2017 

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