Smith Stephen W, Daunic Ann P, Barber Brian R, Aydin Burak, Van Loan Christopher L, Taylor Gregory G
College of Education, University of Florida, 1403 Norman Hall, Gainesville, FL, 32611, USA,
J Prim Prev. 2014 Oct;35(5):371-87. doi: 10.1007/s10935-014-0357-0.
Efficient and effective social-emotional learning programs increase the likelihood of success in school for all students, and particularly for those who may develop emotional or behavior problems. In this study, we followed a sub-sample of students 1 year after their participation in a randomized controlled trial of the effects of the Tools for Getting Along (TFGA) curriculum. TFGA is a universally delivered, preventive cognitive-behavioral curricular intervention designed to improve upper elementary school students' emotional and behavioral self-regulation. To determine effects at 1-year follow-up, we assessed 720 out of the 1,296 original students across TFGA and control conditions on measures of curricular knowledge, teacher-rated executive function and behavior, and student-reported anger and social problem solving. Findings indicated a continued positive effect on curricular knowledge for students taught TFGA relative to controls. We also found significant pretest by condition interaction effects on teacher reports of skills associated with executive function, including inhibitory control and shift (cognitive flexibility), and on teacher reported internalizing and externalizing behavior. Specifically, students with poorer scores on these measures at pretest benefited from TFGA at follow-up relative to comparable students in the control condition. Finally, we found marginally significant pretest by condition interaction effects on proactive aggression, outward expressions of anger, and the executive function related skills of initiating activities and using working memory. Counter to expectations, we found negative TFGA effects on student-reported trait anger and anger control.
高效且有效的社会情感学习项目会增加所有学生在学业上取得成功的可能性，尤其是那些可能出现情绪或行为问题的学生。在本研究中，我们追踪了参与“相处工具”（TFGA）课程效果随机对照试验的学生子样本，追踪时间为他们参与试验一年后。TFGA是一种普遍实施的预防性认知行为课程干预措施，旨在提高小学高年级学生的情绪和行为自我调节能力。为了确定一年随访时的效果，我们在TFGA组和对照组的1296名原始学生中，对720名学生进行了课程知识、教师评定的执行功能和行为以及学生报告的愤怒情绪和社会问题解决能力等方面的评估。结果表明，相对于对照组，接受TFGA教学的学生在课程知识方面持续呈现积极效果。我们还发现，根据条件交互作用效应，在教师对与执行功能相关技能的报告方面存在显著的预测试差异，这些技能包括抑制控制和转换（认知灵活性），以及教师报告的内化和外化行为。具体而言，在预测试中这些指标得分较低的学生，相对于对照组中类似的学生，在随访时从TFGA中受益。最后，我们发现，根据条件交互作用效应，在主动攻击、愤怒的外在表现以及与执行功能相关的发起活动和使用工作记忆技能方面存在边缘显著差异。与预期相反，我们发现TFGA对学生报告的特质愤怒和愤怒控制有负面影响。
