Schonfeld David J, Adams Ryan E, Fredstrom Bridget K, Weissberg Roger P, Gilman Richard, Voyce Charlene, Tomlin Ricarda, Speese-Linehan Dee
St. Christopher's Hospital for Children.
Cincinnati Children's Hospital Medical Center.
Sch Psychol Q. 2015 Sep;30(3):406-420. doi: 10.1037/spq0000099. Epub 2014 Dec 8.
This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article.
本研究评估了一项社会情感学习（SEL）项目对就读于一个大型城市高风险学区的学生学业成绩的影响。采用整群随机设计，24所小学被分配接受干预课程（促进替代性思维策略，即PATHS）或几乎不涉及任何SEL主题的课程（即对照组）。除了州掌握测试成绩外，还从705名从三年级到六年级一直留在同一组的学生那里获取了人口统计学数据、学校出勤率和课程剂量信息。优势比分析表明，就读于干预学校的学生在某些年级的阅读、写作和数学方面表现出更高水平的基本熟练程度。尽管这些组间差异在种族/族裔、性别和社会经济地位方面都存在，但在这些变量上也发现了显著的组内差异。总体而言，这些发现表明，社会发展指导可能是促进学业熟练程度获得的一种有前景的方法，尤其是在就读于高风险学校环境的青少年中。本文最后总结了这些发现对SEL项目的启示的启示。
