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Effects of a Portuguese social–emotional learning program on the competencies of elementary school students

INTRODUCTION: It is widely recognized that socio-emotional learning (SEL) interventions can contribute to supporting students’ positive development of socio-emotional skills (SES) and positive relationships with peers and teachers. Thus, interest in promoting students’ SES through universal evidence...

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Autores principales: Coelho, Vera, Peixoto, Carla, Azevedo, Helena, Machado, Francisco, Soares, Mónica, Espain, Andreia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10230249/
https://www.ncbi.nlm.nih.gov/pubmed/37265946
http://dx.doi.org/10.3389/fpsyg.2023.1195746
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author Coelho, Vera
Peixoto, Carla
Azevedo, Helena
Machado, Francisco
Soares, Mónica
Espain, Andreia
author_facet Coelho, Vera
Peixoto, Carla
Azevedo, Helena
Machado, Francisco
Soares, Mónica
Espain, Andreia
author_sort Coelho, Vera
collection PubMed
description INTRODUCTION: It is widely recognized that socio-emotional learning (SEL) interventions can contribute to supporting students’ positive development of socio-emotional skills (SES) and positive relationships with peers and teachers. Thus, interest in promoting students’ SES through universal evidence-based programs is spreading around the world, including in Portuguese schools. METHODS: This quasi-experimental study examines the efficacy of a SEL classroom-based program, infused into the curriculum, on students’ communication, self-regulation, and classroom peer relationships. Participants included 208 third- to fourth-grade students from three Portuguese public elementary schools: 143 in the intervention group (54.5% boys; M(age) = 8.72; SD = 0.61); 65 in the comparison group (52.3% boys; M(age) = 8.66; SD = 0.59). Measures included: Study on Social and Emotional Skills, parent, child, and teacher versions; and Classroom Peer Context Questionnaire, completed by students. The study followed a pre- and post-test design, with a 16-week intervention. RESULTS: For the overall participants, results show a positive effect of the program on students’ assertiveness (family report), peer conflict and peer cooperation. Effects were analyzed separately by school grade. A statistically significant positive effect of the program on third-grade students’ assertiveness and sociability was found. For fourth-grade students, a positive effect was found on - emotional control). classroom conflicts, isolation, cooperation and cohesion behaviors. DISCUSSION: These positive effects support the expansion of universal interventions when aiming at strengthening SEL in Portuguese school settings, underlining the relevance of embedding SEL into the curricula and daily practices at schools.
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spelling pubmed-102302492023-06-01 Effects of a Portuguese social–emotional learning program on the competencies of elementary school students Coelho, Vera Peixoto, Carla Azevedo, Helena Machado, Francisco Soares, Mónica Espain, Andreia Front Psychol Psychology INTRODUCTION: It is widely recognized that socio-emotional learning (SEL) interventions can contribute to supporting students’ positive development of socio-emotional skills (SES) and positive relationships with peers and teachers. Thus, interest in promoting students’ SES through universal evidence-based programs is spreading around the world, including in Portuguese schools. METHODS: This quasi-experimental study examines the efficacy of a SEL classroom-based program, infused into the curriculum, on students’ communication, self-regulation, and classroom peer relationships. Participants included 208 third- to fourth-grade students from three Portuguese public elementary schools: 143 in the intervention group (54.5% boys; M(age) = 8.72; SD = 0.61); 65 in the comparison group (52.3% boys; M(age) = 8.66; SD = 0.59). Measures included: Study on Social and Emotional Skills, parent, child, and teacher versions; and Classroom Peer Context Questionnaire, completed by students. The study followed a pre- and post-test design, with a 16-week intervention. RESULTS: For the overall participants, results show a positive effect of the program on students’ assertiveness (family report), peer conflict and peer cooperation. Effects were analyzed separately by school grade. A statistically significant positive effect of the program on third-grade students’ assertiveness and sociability was found. For fourth-grade students, a positive effect was found on - emotional control). classroom conflicts, isolation, cooperation and cohesion behaviors. DISCUSSION: These positive effects support the expansion of universal interventions when aiming at strengthening SEL in Portuguese school settings, underlining the relevance of embedding SEL into the curricula and daily practices at schools. Frontiers Media S.A. 2023-05-16 /pmc/articles/PMC10230249/ /pubmed/37265946 http://dx.doi.org/10.3389/fpsyg.2023.1195746 Text en Copyright © 2023 Coelho, Peixoto, Azevedo, Machado, Soares and Espain. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Coelho, Vera
Peixoto, Carla
Azevedo, Helena
Machado, Francisco
Soares, Mónica
Espain, Andreia
Effects of a Portuguese social–emotional learning program on the competencies of elementary school students
title Effects of a Portuguese social–emotional learning program on the competencies of elementary school students
title_full Effects of a Portuguese social–emotional learning program on the competencies of elementary school students
title_fullStr Effects of a Portuguese social–emotional learning program on the competencies of elementary school students
title_full_unstemmed Effects of a Portuguese social–emotional learning program on the competencies of elementary school students
title_short Effects of a Portuguese social–emotional learning program on the competencies of elementary school students
title_sort effects of a portuguese social–emotional learning program on the competencies of elementary school students
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10230249/
https://www.ncbi.nlm.nih.gov/pubmed/37265946
http://dx.doi.org/10.3389/fpsyg.2023.1195746
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