RESUMO
Previous reviews have synthesized the impacts of universal school-based social emotional learning (SEL) programs. However, they have yet to attempt a meta-analytic approach with rigorous inclusion criteria to identify the key SEL components and explore what make these programs work. This study aims to fill that gap by examining the impacts of SEL programs and exploring the moderating effects of methodological characteristics, implementation features, and program components on SEL effectiveness. The final sample consisted of 12 high-quality SEL programs, 59 studies, and 83,233 participants, with an overall effect size of 0.15. Meta-regression results indicated that these SEL programs could significantly improve youth social emotional skills, reinforce affect and attitudes, promote academic performance, increase prosocial behaviors, and reduce antisocial behaviors. Training teachers' social emotional skills and reducing cognitive elements in SEL curricula were found to be effective components of SEL programs, whereas pedagogical activities, climate support, and family engagement were not. Large-scale studies of SEL programs tended to generate smaller effect sizes, and those with low program dosages were found to be less effective than those approaching the recommended dosage. Policy and practical implications on how to scale SEL programs are discussed.
Assuntos
Aprendizado Social , Adolescente , Humanos , Emoções , Habilidades Sociais , Instituições Acadêmicas , CogniçãoRESUMO
This study presents novel and compelling evidence of the disparities in factors influencing the beliefs and aspirations for higher education among mainstream and immigrant youth in Hong Kong, particularly those who are underprivileged. We developed and validated a psychometric questionnaire, known as the Post-Secondary Education Pursuit Instrument (PSEPi), which was administered to 4,850 students aged between 15 and 18 years old from 23 secondary schools. The objective of this study was to explore the factors that impact students' choices and plans for higher education. The results of the one-way Multivariate Analysis of Variance (MANOVA) analysis deepen our understanding of the differential effects of success and obstacle factors on students' higher education pursuits across various cultural groups. The underprivileged mainstream, Chinese immigrant, and ethnic minority South Asian youth reported a perceived glass ceiling effect associated with their ethnic backgrounds, as well as financial aid barriers, while pursuing higher education, in contrast to their average Hong Kong mainstream counterparts (mean Cohen's d = 0.40). The direct effects and multiple mediation analyses demonstrated that significant others' influence, particularly the influence of parents, and locus of control are prime determinants of the perceived usefulness of higher education for all student groups. The implications are that educational policies should be implemented to level the playing field in higher education admissions for both privileged and underprivileged youth in Hong Kong and other international countries. Overall, this study provides robust empirical evidence that can be utilized to enhance educational policies and practices to bridge the gap between mainstream and underprivileged immigrant youth in their pursuit of higher education.
RESUMO
Promoting Alternative Thinking Strategies (PATHS) is a widely-used social emotional learning program for preschool and elementary school students. The purpose of this review is to examine its effects, and explore the moderation effects of methodological and implementation features on intervention effectiveness. Using stringent inclusion criteria, 20 qualified studies and 177 effect sizes involving 30,454 participants were included. Results showed that the overall effect size of PATHS was 0.11. In particular, the effect size of PATHS on social emotional skills (ES = 0.16) was the largest compared with other outcome domains, including attitude or relations (ES = 0.08), emotional well-being (ES = 0.02), prosocial behaviors (ES = 0.04), conduct problems (ES = 0.06), and academic performance (ES = 0.05). PATHS had no different impact whether it was implemented in the universal or target contexts. Research design, sample size, and intervention dosage could moderate the effectiveness of PATHS significantly, and dosage was the predominant factor in determining the effects of PATHS. Policy and practical implications were discussed.
RESUMO
No systematic published research has reviewed the impact of educational technology on English reading outcomes targeting the Chinese-speaking population. Therefore, this review intended to examine the impact of educational technology and its alternative types on reading achievement for Chinese English second language learners (ESLs) to understand how to best use technology applications to facilitate reading instruction. A total of 35 qualified studies were included in our analysis covering a sample size of 7,989 Chinese K-12 participants. Consistent with previous meta-analyses, our findings indicated a modest positive impact of educational technology on reading outcomes compared with the traditional teaching method (d = +0.37). For the five types of intervention identified in this review, we found that the comprehensive model had the largest impact (d = +0.60), followed by social media tools (d = +0.46), integrated online-learning system (d = +0.31), and multimedia-transmission model (d = +0.27). However, supplementary activities did not generate educationally meaningful effects on reading outcomes for Chinese ESLs (d = +0.05). The impacts of different moderators, implications, and limitations were also discussed. We argue for further integrating technology with the existing curriculum and pedagogy. The study adds to the second language (L2) reading literature corpus.
