Effects of a Social-Emotional Learning Intervention on Social-Emotional Competencies and Behavioral Problems in Elementary Students Amid COVID-19.
baseline levels
gender
intervention gains
social–emotional learning
socioeconomic status
Journal
International journal of environmental research and public health
ISSN: 1660-4601
Titre abrégé: Int J Environ Res Public Health
Pays: Switzerland
ID NLM: 101238455
Informations de publication
Date de publication:
17 Sep 2024
17 Sep 2024
Historique:
received:
30
06
2024
revised:
08
09
2024
accepted:
12
09
2024
medline:
29
9
2024
pubmed:
28
9
2024
entrez:
28
9
2024
Statut:
epublish
Résumé
This study investigated whether a social-emotional learning program, implemented over a one-year period, could lead to gains in social-emotional competencies and to a reduction in internalizing and externalizing problems in the context of the COVID-19 pandemic. Furthermore, the program analyzed how students (boys vs. girls) with varying levels of social-emotional competencies and externalizing and internalizing problems, and from different socioeconomic backgrounds, were differently affected. The program was applied to 358 Portuguese third- and fourth-grade students (51.4% boys,
Identifiants
pubmed: 39338106
pii: ijerph21091223
doi: 10.3390/ijerph21091223
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Subventions
Organisme : Gulbenkian Knowledge Academies from the Calouste Gulbenkian Foundation
ID : 232237 and 232347