Bavarian Niloofar, Lewis Kendra M, Dubois David L, Acock Alan, Vuchinich Samuel, Silverthorn Naida, Snyder Frank J, Day Joseph, Ji Peter, Flay Brian R
Postdoctoral Fellow, (
J Sch Health. 2013 Nov;83(11):771-9. doi: 10.1111/josh.12093.
School-based social-emotional and character development (SECD) programs can influence not only SECD but also academic-related outcomes. This study evaluated the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth.
The longitudinal study used a matched-pair, cluster-randomized controlled design. Student-reported disaffection with learning and academic grades, and teacher ratings of academic ability and motivation were assessed for a cohort followed from grades 3 to 8. Aggregate school records were used to assess standardized test performance (for entire school, cohort, and demographic subgroups) and absenteeism (entire school). Multilevel growth-curve analyses tested program effects.
PA significantly improved growth in academic motivation and mitigated disaffection with learning. There was a positive impact of PA on absenteeism and marginally significant impact on math performance of all students. There were favorable program effects on reading for African American boys and cohort students transitioning between grades 7 and 8, and on math for girls and low-income students.
A school-based SECD program was found to influence academic outcomes among students living in low-income, urban communities. Future research should examine mechanisms by which changes in SECD influence changes in academic outcomes.
以学校为基础的社会情感与品格发展（SECD）项目不仅可以影响SECD，还能影响与学业相关的成果。本研究评估了一项SECD项目“积极行动”（PA）对低收入城市青少年教育成果的影响。
这项纵向研究采用了配对、整群随机对照设计。对一个从三年级到八年级的队列学生，评估了学生自我报告的学习厌恶感和学业成绩，以及教师对学业能力和学习动机的评分。使用学校汇总记录评估标准化考试成绩（针对整个学校、队列以及人口统计学亚组）和缺勤情况（整个学校）。多级增长曲线分析测试了项目效果。
PA显著改善了学业动机的增长，并减轻了学习厌恶感。PA对缺勤情况有积极影响，对所有学生的数学成绩有微弱的显著影响。该项目对非裔美国男孩和7至8年级过渡阶段的队列学生的阅读有积极影响，对女孩和低收入学生的数学有积极影响。
发现一项以学校为基础的SECD项目对生活在低收入城市社区的学生的学业成果有影响。未来的研究应探讨SECD的变化影响学业成果变化的机制。
