Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-25T07:28:33.877Z Has data issue: false hasContentIssue false
  • English
  • Français

The Role of Participant Responsiveness on a Socio-Emotional Learning Program

Published online by Cambridge University Press:  19 January 2017

Nádia Salgado Pereira  and
Alexandra Marques-Pinto
Nádia Salgado Pereira*
Affiliation:
Universidade de Lisboa (Portugal)
Alexandra Marques-Pinto
Affiliation:
Universidade de Lisboa (Portugal)
*
*Correspondence concerning this article should be addressed to Nádia Salgado Pereira. Department of Educational Psychology. Faculty of Psychology. University of Lisbon. Alameda da Universidade. 1649–013. Lisboa (Portugal). E-mail: nadia.mspereira@gmail.com
Get access Rights & Permissions [Opens in a new window]

Abstract

The present study set out to evaluate participant responsiveness, one of the main dimensions of implementation quality, in a Socio-Emotional Learning after-school program using Educational Dance activities, Experiencing Emotions, and also to understand its influence on program outcomes. The sample involved 98 middle-school Portuguese pupils, 53 of whom participated in the program and 45 in after-school control sessions. Outcome measures included pre-test and post-test questionnaires of pupils’ socio-emotional skills, well-being and school engagement. A self-report item measured pupils’ satisfaction at the end of the program, and a checklist measuring attendance and homework completion was filled in by the facilitator at each session of the program and control condition. Results revealed (1) high levels of pupils’ satisfaction and attendance, and a medium-high level of homework completion towards the program; (2) that pupils’ higher attendance rate in the program predicted higher results in the self-management (p = .04, d = .57; p = .003, d = .87) and social awareness (p = .04, d = .59) SEL domains, emotional (p = .02, d = .67) and psychological (p = .009, d = .76) well-being and school engagement (p = .04, d = .56); (3) that pupils’ higher rate of homework completion in the program predicted higher results in the relationship skills SEL area (p = .04, d = .59) and in school engagement (p = .005, d = 1.50); (4) that pupils’ from the control condition higher rates of homework completion also predicted better school engagement (p = .006, d = .88). Implications for research and practice are discussed.

Keywords

implementation qualityparticipant responsivenessprogram outcomessocio-emotional learning
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 20 , 2017 , E2
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Austin, P. C., & Steyerberg, E. W. (2015). The number of subjects per variable required in linear regression analyses. Journal of Clinical Epidemiology, 68, 627–636. https://doi.org/10.1016/j.jclinepi.2014.12.014 Google Scholar
Baydar, N., Reid, M. J., & Webster-Stratton, C. (2003). The role of mental health factors and program engagement in the effectiveness of a preventive parenting program for head start mothers. Child Development, 74, 1433–1453. https://doi.org/10.1111/1467-8624.00616 CrossRefGoogle ScholarPubMed
Berkel, C., Mauricio, A. M., Schoenfelder, E., & Sandler, I. N. (2011). Putting the pieces together: An integrated model of program implementation. Prevention Science, 12(1), 23–33. https://doi.org/10.1007/s11121-010-0186-1 CrossRefGoogle ScholarPubMed
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57, 111–127. https://doi.org/10.1037/0003-066X.57.2.111 Google Scholar
Calear, A. L., Christensen, H., Mackinnon, A., & Griffiths, K. M. (2013). Adherence to the MoodGYM program: Outcomes and predictors for an adolescent school based population. Journal of Affective Disorders, 147, 338–344. https://doi.org/10.1016/j.jad.2012.11.036 Google Scholar
Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J., & Balain, S. (2007). A conceptual framework for implementation fidelity. Implementation Science, 2, 40. https://doi.org/10.1186/1748-5908-2-40 Google Scholar
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). The handbook of research on student engagement. New York, NY: Springer Science.Google Scholar
Cohen, J. (1988). Statistical power analysis of the behavioral sciences (2 nd Ed.). New York, NY: Academic Press.Google Scholar
Collaborative for Academic, Social and Emotional Learning (2015). CASEL guide: Effective social and emotional learning programs - middle and high school edition. Chicago, IL: Author.Google Scholar
Cross, A. B., Gottfredson, D. C., Wilson, D. M., Rorie, M., & Connell, N. (2010). Implementation quality and positive experiences in after-school programs. American Journal of Community Psychology, 45, 370–380. https://doi.org/10.1007/s10464-010-9295-z Google Scholar
Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18(1), 23–45. https://doi.org/10.1016/S0272-7358(97)00043-3 Google Scholar
Domitrovich, C. E., & Greenberg, M. T. (2000). The study of implementation: Current findings from effective programs that prevent mental disorders in school-aged children. Journal of Educational & Psychological Consultation, 11, 193–221. https://doi.org/10.1207/S1532768XJEPC1102_04 CrossRefGoogle Scholar
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350. https://doi.org/10.1007/s10464-008-9165-0 Google Scholar
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x Google Scholar
Evans, R., Murphy, S., & Scourfield, J. (2015). Implementation of a school-based social and emotional learning intervention: Understanding diffusion processes within complex systems. British Educational Research Journal, 16, 754–764. https://doi.org/10.1007/s11121-015-0552-0 Google Scholar
Faria, L., & Lima-Santos, N. (2005, July). Adaptation of the Emotional Skills and Competence Questionnaire (ESCQ) to the Portuguese context. In Takšić, V. (Chair), Cross-cultural validation of Emotional Skills and Competence Questionnaire (ESCQ). Symposium conducted at the 9 th European Congress of Psychology. Granada, Spain.Google Scholar
Freeman, E., Wertheim, E. H., & Trinder, M. (2014). Teacher perspectives on factors facilitating implementation of whole school approaches for resolving conflict. British Educational Research Journal, 40, 847–868. https://doi.org/10.1002/berj.3116 Google Scholar
Gullotta, T. P. (2015). After-school programming and SEL. In Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (Eds.), Handbook of social and emotional learning: Research and practice (pp. 260–266). New York, NY: The Guilford Press.Google Scholar
Haataja, A., Voeten, M., Boulton, A. J., Ahtolaa, A., Poskiparta, E., & Salmivalli, C. (2014). The KiVa antibullying curriculum and outcome: Does fidelity matter? Journal of School Psychology, 52, 479–493. https://doi.org/10.1016/j.jsp.2014.07.001 Google Scholar
Hair, J. F., Black, W., , C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7 th Ed.). Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Hutzel, K., Russell, R., & Gross, J. (2010). Eighth graders as role models: A service-learning art collaboration for social and emotional learning. Art Education, 60, 6–11.Google Scholar
Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43, 207–222. https://doi.org/10.2307/3090197 Google Scholar
Low, S., Ryzin, M. J. V., Brown, E. C., Smith, B. H., & Haggerty, K. P. (2014). Engagement matters: Lessons from assessing classroom implementation of steps to respect: A bullying prevention program over a one-year period. Prevention Science 15, 165–176. https://doi.org/10.1007/s11121-012-0359-1 CrossRefGoogle ScholarPubMed
Matos, A. P., André, R. S., Cherpe, S., Rodrigues, D., Figueira, C., & Pinto, A. M. (2010). Preliminary psychometric study of the mental health continuum – short form – for youth, in a sample of Portuguese adolescents. Psychologica, 53, 131–156. https://doi.org/10.14195/1647-8606_53_7 Google Scholar
Merrell, K. (2002). School Social Behavior Scales (2 nd Ed.). Eugene, OR: Assessment-Intervention Resources.Google Scholar
Merrell, K. W., & Gueldner, B. A. (2010). Social and emotional learning in the classroom: Promoting mental health and academic success. New York, NY: The Guilford Press.Google Scholar
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social and Emotional Learning.Google Scholar
Pears, K. C., Fisher, P. A., Bruce, J., Kim, K. K., & Yoerger, K. (2010). Early elementary school adjustment of maltreated children in foster care: The roles of inhibitory control and caregiver involvement. Child Development, 81, 1550–1564. https://doi.org/10.1111/j.1467-8624.2010.01491.x Google Scholar
Pereira, N. S., & Marques-Pinto, A. (2016). “Viver as Emoções”: Desenvolvimento e avaliação de um programa de promoção de competências socioemocionais com atividades de Dança Educacional, em alunos dos 2º e 3º ciclos do ensino básico [‘Experiencing Emotions’: Development and evaluation of a socio-emotional learning program with Educational Dance activities]. In Marques-Pinto, A. & Raimundo, R. (Eds.), Avaliação e promoção de competências socioemocionais em Portugal [Evaluation and promotion of socio-emotional skills in Portugal] (pp. 345–370). Lisboa, Portugal: Coisas de Ler.Google Scholar
Pereira, N. S., & Marques-Pinto, A. (in press). Propriedades psicométricas da medida de Negociação Interpessoal do Relationship Questionnaire numa amostra portuguesa [Psychometric properties of the Interpersonal Negotiation measure of the Relationship Questionnaire in a Portuguese sample]. Revista Iberoamericana de Diagnóstico y Evaluación / E Avaliação Psicológica.Google Scholar
Pettigrew, J., Graham, J. W., Miller-Day, M., Hecht, M. L., Krieger, J. L., & Shin, Y. J. (2015). Adherence and delivery: Implementation quality and program outcomes for the seventh-grade keepin’ it REAL program. Prevention Science, 16(1), 90–99. https://doi.org/10.1007/s11121-014-0459-1 Google Scholar
Prado, G., Pantin, H., Schwartz, S. J., Lupei, N. S., & Szapocznik, J. (2006). Predictors of engagement and retention into a parent-centered, ecodevelopmental HIV preventive intervention for Hispanic adolescents and their families. Journal of Pediatric Psychology, 31, 874–890. https://doi.org/10.1093/jpepsy/jsj046 Google Scholar
Raimundo, R., Carapito, E., Pereira, A. I., Marques-Pinto, A., Lima, L., & Ribeiro, T. (2012). School Social Behavior Scales (SSBS-2): An adaptation study of the Portuguese version of the social competence scale. The Spanish Journal of Psychology, 15, 1473–1484. https://doi.org/10.5209/rev_SJOP.2012.v15.n3.39431 Google Scholar
Schultes, M. T., Stefanek, E., van de Schoot, R., Strohmeier, D., & Spiel, C. (2014). Measuring implementation of a school-based violence prevention program: Fidelity and teachers’ responsiveness as predictors of proximal outcomes. Zeitschrift für Psychologie, 222(1), 49–57. https://doi.org/10.1027/2151-2604/a000165 Google Scholar
Schultz, L. H., Selman, R. L., & LaRusso, M. D. (2003). The assessment of psychosocial maturity in children and adolescents: Implications for the evaluation of school-based character education programs. The Journal of Research in Character Education, 1, 67–87.Google Scholar
Shek, D. T. L., & Liu, T. T. (2013). Implementation quality of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong: Findings from the extension phase. International Journal of Adolescent Medicine and Health, 25, 467–474. https://doi.org/10.1515/ijamh-2013-0045 Google Scholar
Taksic, V. (2000). Emotional Skills and Competence Questionnaire. Rijeka, Croatia: Author.Google Scholar
Watts, C. E., Witt, P. A., & King, T. (2008). Predictors of outcomes for after-school program participants. Journal of Park and Recreation Administration, 26, 134–145.Google Scholar
Weiss, H. B., Bouffard, S. M., Bridglall, B. L., & Gordon, E. W. (2009). Reframing family involvement in education: Supporting families to support educational equity. Columbia, NY: Teachers College, Columbia University.Google Scholar
Wright, R., John, L., Alaggia, R., & Sheel, J. (2006). Community-based arts program for youth in low-income communities: A multi-method evaluation. Child and Adolescent Social Work Journal, 23, 635–652. https://doi.org/10.1007/s10560-006-0079-0 Google Scholar