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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Intervention Science

Background:

  • Effective social and emotional learning (SEL) program design requires understanding key influencing factors.
  • Universal, school-based SEL programs are crucial for middle school students' development.

Purpose of the Study:

  • To investigate the effectiveness of a universal, school-based SEL program for 5th and 6th graders.
  • To compare the effectiveness of two delivery formats: curriculum (semi-structured) versus pre-package (fixed structure).
  • To analyze differential gender effects on program outcomes.

Main Methods:

  • A sample of 982 students (mean age 11.22) participated across control, curriculum, and pre-package intervention groups.
  • Data were collected at pretest, posttest, and an eight-month follow-up.
  • Multilevel analyses were employed to assess intervention effects.

Main Results:

  • Positive intervention effects were observed in social awareness, self-control, self-esteem, social isolation, and social anxiety.
  • The pre-packaged format yielded superior outcomes in self-esteem and social isolation.
  • Boys demonstrated greater gains in social awareness across both intervention formats.

Conclusions:

  • The SEL program is effective in enhancing key social and emotional competencies.
  • Program delivery format significantly impacts specific outcomes, with the pre-packaged format showing advantages.
  • Tailoring intervention delivery to developmental needs, considering gender differences, is essential for maximizing SEL program effectiveness.