ABSTRACT
Social and emotional learning programs are designed to improve the quality of social interactions in schools and classrooms in order to positively affect students' social, emotional, and academic development. The statistical power of group randomized trials to detect effects of social and emotional learning programs and other preventive interventions on setting-level outcomes is influenced by the reliability of the outcome measure. In this paper, we apply generalizability theory to an observational measure of the quality of classroom interactions that is an outcome in a study of the efficacy of a social and emotional learning program called The Recognizing, Understanding, Labeling, Expressing, and Regulating emotions Approach. We estimate multiple sources of error variance in the setting-level outcome and identify observation procedures to use in the efficacy study that most efficiently reduce these sources of error. We then discuss the implications of using different observation procedures on both the statistical power and the monetary costs of conducting the efficacy study.
Subject(s)
Emotional Intelligence , Interpersonal Relations , Models, Theoretical , Socialization , Students/psychology , Adolescent , Child , Female , Humans , Male , Peer Group , Program Evaluation , Schools , Social Behavior , Students/statistics & numerical dataABSTRACT
Low health literacy contributes significantly to cancer health disparities disadvantaging minorities and the medically underserved. Immigrants to the United States constitute a particularly vulnerable subgroup of the medically underserved, and because many are non-native English speakers, they are pre-disposed to encounter language and literacy barriers across the cancer continuum. Healthy Eating for Life (HE4L) is an English as a second language (ESL) curriculum designed to teach English language and health literacy while promoting fruit and vegetable consumption for cancer prevention. This article describes the rationale, design, and content of HE4L. HE4L is a content-based adult ESL curriculum grounded in the health action process approach to behavior change. The curriculum package includes a soap opera-like storyline, an interactive student workbook, a teacher's manual, and audio files. HE4L is the first teacher-administered, multimedia nutrition-education curriculum designed to reduce cancer risk among beginning-level ESL students. HE4L is unique because it combines adult ESL principles, health education content, and behavioral theory. HE4L provides a case study of how evidence-based, health promotion practices can be implemented into real-life settings and serves as a timely, useful, and accessible nutrition-education resource for health educators.
ABSTRACT
The purpose of this study was to test perceptions of the social consequences of smoking as a mediator of the relationship between emotional intelligence (EI) and intentions to smoke cigarettes among youth. Upper elementary school students (N = 255, Mage = 10.9 years, 49% male) completed measures of EI, verbal intelligence, smoking-related intentions, past behavior, and perceived social consequences. Mediation was tested using the Sobel test. Perceived social consequences was a marginally significant mediator of the impact of total EI on intentions to smoke (Z = 1.91, p = .057). Follow-up analyses showed that perceived social consequences significantly mediated the effect of 2 EI abilities on smoking intentions: using emotions (Z = 2.02, p = .043) and managing emotions (Z = 2.28, p = .023). The results indicate that the role of higher EI in deterring smoking among youth may be related to social processing ability (i.e., greater perceptions of the negative social consequences of smoking). These findings contribute to a growing body of research demonstrating that EI may reduce cigarette smoking among youth by influencing their social perceptions.
ABSTRACT
The RULER Approach to Social and Emotional Learning ("RULER") is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching-learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER's theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER's impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.
Subject(s)
Emotional Intelligence , Learning , Quality Improvement , Schools , Socialization , Teaching/standards , Adolescent , Cluster Analysis , Confidence Intervals , Female , Humans , Logistic Models , Male , Models, Theoretical , New York City , Power, PsychologicalABSTRACT
The purpose of this study was to examine if messages tailored to an individual's regulatory focus (i.e. their tendency to focus on prevention or promotion) increased exercise intentions and behavior in a medically underserved sample. Adult English as a Second Language students (N = 58) were presented with tailored exercise messages. There was a significant main effect for message type; participants who received promotion messages reported greater exercise intentions than those who received prevention messages. Intentions and behavior were not higher among those who received messages matching their regulatory focus. Implications for message tailoring frameworks are discussed.
Subject(s)
Exercise , Health Promotion/methods , Medically Underserved Area , Persuasive Communication , Female , Humans , Male , New EnglandABSTRACT
Encouraging cancer survivors to discuss clinical trials with their physicians may increase enrollment in clinical trials. Health messages offer one method for encouraging such discussions. We hypothesized that matching messages to an individual's preference for detailed or non-detailed information (i.e., monitoring style) would result in more discussions. Participants (N = 538) were cancer survivors, who phoned the National Cancer Institute's Cancer Information Service (CIS). Participants were classified as higher or lower monitors and then randomized to receive detailed or non-detailed messages in the mail 1 and 4 weeks following their baseline CIS call. At 12 weeks, there was a significant interaction between monitoring style and message detail. Follow-up analyses were nonsignificant but suggested a theoretically consistent pattern in which non-detailed messages were more effective among lower monitors. These findings imply that providing extremely detailed information may be excessive, even to individuals engaged in information seeking behavior.
Subject(s)
Clinical Trials as Topic , Critical Care/standards , Health Behavior , Neoplasms/prevention & control , Physicians , Survivors/psychology , Text Messaging , Female , Humans , Information Services , Male , National Cancer Institute (U.S.) , Neoplasms/psychology , United StatesABSTRACT
The RULER Approach ("RULER") is a setting-level, social and emotional learning program that is grounded in theory and evidence. RULER is designed to modify the quality of classroom social interactions so that the climate becomes more supportive, empowering, and engaging. This is accomplished by integrating skill-building lessons and tools so that teachers and students develop their emotional literacy. In a clustered randomized control trial, we tested the hypothesis that RULER improves the social and emotional climate of classrooms. Depending upon condition assignment, 62 schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Multi-level modeling analyses showed that compared to classrooms in comparison schools, classrooms in RULER schools were rated as having higher degrees of warmth and connectedness between teachers and students, more autonomy and leadership among students, and teachers who focused more on students' interests and motivations. These findings suggest that RULER enhances classrooms in ways that can promote positive youth development.
Subject(s)
Emotional Intelligence , Power, Psychological , Social Behavior , Social Support , Teaching/methods , Adolescent , Child , Cooperative Behavior , Female , Humans , Inservice Training/methods , Male , New York City , Social Adjustment , SocializationABSTRACT
We conducted a pre-post feasibility trial of Healthy Eating for Life, a theory-based, multimedia English as a second language curriculum that integrates content about healthy nutrition into an English language learning program to decrease cancer health disparities. Teachers in 20 English as a second language classrooms delivered Healthy Eating for Life to 286 adult English as a second language students over one semester. Postintervention data are available for 227 students. The results indicated that Healthy Eating for Life is effective for increasing fruit and vegetable intake as well as knowledge, action planning, and coping planning related to healthy eating. Participants also achieved higher reading scores compared to the state average.
Subject(s)
Health Behavior , Health Education/methods , Adolescent , Adult , Aged , Curriculum , Diet/psychology , Feasibility Studies , Female , Fruit , Health Knowledge, Attitudes, Practice , Health Status Disparities , Humans , Male , Middle Aged , Risk Reduction Behavior , Vegetables , Young AdultABSTRACT
Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains. Results provide evidence that across 4,341 preschool to elementary classrooms (1) teacher-student classroom interactions comprise distinct emotional, organizational, and instructional domains; (2) the three-domain latent structure is a better fit to observational data than alternative one- and two-domain models of teacher-student classroom interactions; and (3) the three-domain structure is the best-fitting model across multiple data sets.
ABSTRACT
OBJECTIVE: To inform a community-based message framing intervention encouraging physical activity and fruit and vegetable consumption among medically underserved adults. METHOD: Key informant interviews, focus groups, and a survey were conducted with limited-literacy Hispanics in the northeastern United States. RESULTS: Barriers to healthy lifestyle behaviors exist at individual, community, and policy levels. A strong degree of networking among local organizations and elected officials exists that can be used to encourage healthy lifestyle initiatives. CONCLUSIONS: Community-based health communication interventions must address neighborhood realities, the literacy levels of the target population, and existing networks of providers and consumers.
Subject(s)
Community Networks , Health Behavior , Persuasive Communication , Research , Acculturation , Adult , Diet , Exercise , Female , Focus Groups , Health Literacy , Hispanic or Latino , Humans , Interviews as Topic , Male , Middle Aged , Risk Reduction Behavior , United StatesABSTRACT
This study tested several relationships predicted by the Health Action Process Approach (HAPA) in a sample of 175 generally healthy, inactive, middle-aged women (40-65 yrs old) over a 12 week period. Participants' physical activity, risk perceptions, outcome expectancies, action self-efficacy and intention were measured at baseline. Planning and maintenance self-efficacy were measured 4 weeks later. Physical activity behaviour was measured 12 weeks after baseline. The HAPA relationships were examined using a structural equation model. The data fit the model well and revealed several significant relationships. Action self-efficacy was the best predictor of intention. Maintenance self-efficacy was the best predictor of planning and behaviour. Contrary to the tenets of HAPA and to past research, planning did not predict behaviour. Overall, HAPA provides a useful framework for identifying determinants of physical activity intentions and behaviour within a group of inactive, middle-aged women.
Subject(s)
Attitude to Health , Exercise , Sedentary Behavior , Adult , Aged , Female , Forecasting , Humans , Intention , Longitudinal Studies , Middle Aged , Self EfficacyABSTRACT
OBJECTIVES: Messages designed to motivate participation in physical activity usually emphasize the benefits of physical activity (gain-framed) as well as the costs of inactivity (loss-framed). The framing implications of prospect theory suggest that the effectiveness of these messages could be enhanced by providing gain-framed information only. We compared the effectiveness of gain-, loss-, and mixed-framed messages for promoting moderate to vigorous physical activity. DESIGN: Randomized trial. METHOD: Sedentary, healthy callers to the US National Cancer Institute's Cancer Information Service (N=322) received gain-, loss-, or mixed-framed messages on three occasions (baseline, Week 1, and Week 5). Social cognitive variables and self-reported physical activity were assessed at baseline, Week 2, and Week 9. Separate regression analyses were conducted to examine message effects at each assessment point. RESULTS: At Week 2, gain- and mixed-framed messages resulted in stronger intentions and greater self-efficacy than loss-framed messages. At Week 9, gain-framed messages resulted in greater physical activity participation than loss- or mixed-framed messages. Social cognitive variables at Week 2 did not mediate the Week 9 framing effects on physical activity participation. CONCLUSIONS: Using gain-framed messages exclusively may be a means of increasing the efficacy of physical activity materials.
Subject(s)
Health Promotion/methods , Motivation , Walking/psychology , Adult , Female , Follow-Up Studies , Humans , Intention , Male , Middle Aged , Neoplasms/psychology , Self EfficacyABSTRACT
Fuzzy-trace theory explains risky decision making in children, adolescents, and adults, incorporating social and cultural factors as well as differences in impulsivity. Here, we provide an overview of the theory, including support for counterintuitive predictions (e.g., when adolescents "rationally" weigh costs and benefits, risk taking increases, but it decreases when the core gist of a decision is processed). Then, we delineate how emotion shapes adolescent risk taking-from encoding of representations of options, to retrieval of values/principles, to application of those values/principles to representations of options. Our review indicates that: (i) Gist representations often incorporate emotion including valence, arousal, feeling states, and discrete emotions; and (ii) Emotion determines whether gist or verbatim representations are processed. We recommend interventions to reduce unhealthy risk-taking that inculcate stable gist representations, enabling adolescents to identify quickly and automatically danger even when experiencing emotion, which differs sharply from traditional approaches emphasizing deliberation and precise analysis.
ABSTRACT
Guided by regulatory focus theory, we examined whether messages tailored to individuals' promotion- or prevention-goal orientation (regulatory focus) elicit positive thoughts and feelings about physical activity and increase participation in physical activity. Inactive participants (N = 206) were assigned randomly to receive either promotion-focused or prevention-focused messages encouraging physical activity. Two weeks after message exposure, we assessed participants' thoughts and feelings about physical activity and physical activity behavior. Tailored messages that fit individuals' regulatory focus led to greater physical activity participation and more positive feelings than non-fit messages, particularly in the promotion-focused condition. Furthermore, positive retrospective feelings about physical activity mediated the effects of the tailored messages on behavior. These findings provide support for regulatory focus theory and direction for enhancing the effectiveness of messages encouraging physical activity and other health behaviors.
ABSTRACT
Three studies used J. D. Mayer and P. Salovey's (1997) theory of emotional intelligence (EI) as a framework to examine the role of emotional abilities (assessed with both self-report and performance measures) in social functioning. Self-ratings were assessed in ways that mapped onto the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), a validated performance measure of EI. In Study 1, self-ratings and MSCEIT scores were not strongly correlated. In Study 2, men's MSCEIT scores, but not self-ratings, correlated with perceived social competence after personality measures were held constant. In Study 3, only the MSCEIT predicted real-time social competence, again, just for men. Implications for analyzing how emotional abilities contribute to social behavior are discussed, as is the importance of incorporating gender into theoretical frameworks and study designs.
Subject(s)
Affect , Intelligence , Self Concept , Social Behavior , Adolescent , Adult , Female , Humans , Male , Psychological Tests , Verbal BehaviorABSTRACT
In a randomized experiment, women (N = 441) watched either a loss- or gain-framed video emphasizing the prevention or detection functions of the Pap test to test the hypothesis that loss- and gain-framed messages differentially influence health behaviors depending on the risk involved in performing the behavior. As predicted, loss-framed messages emphasizing the costs of not detecting cervical cancer early (a risky behavior) and gain-framed messages emphasizing the benefits of preventing cervical cancer (a less risky behavior) were most persuasive in motivating women to obtain a Pap test.