Skip navigation
User training | Reference and search service

Library catalog

Content aggregators
Please use this identifier to cite or link to this item:

Title: The Effects of a Social-Emotional Learning Program on Elementary School Children: The Role of Pupils’ Characteristics
Authors: Raimundo, R.
Marques-Pinto, A.
Lima, M. L.
Issue Date: Feb-2013
Publisher: Wiley-Blackwell
Abstract: This quasi-experimental exploratory study investigated whether a social–emotional learning program, implemented during a 1-year period, could lead to gains in social–emotional competencies and a reduction in internalizing and externalizing problems. Furthermore, it showed which pupils would benefit most from the program. The program was applied to 213 fourth-grade Portuguese pupils. One hundred five controls followed an Origami curriculum during the same period. Sixteen teachers also participated in this study. Self-report (pupils) and hetero-report (teachers) questionnaires were administered before and after the intervention. There were significant intervention gains in some social–emotional competencies, namely, peer relations and social competence, but no gains were found in internalizing and externalizing problems. Intervention pupils with average pre-test scores profited more in self-management and peer relations than controls. Boys showed greater gains in self-management, aggressiveness, and social problems than girls. There were no significant differences regarding socioeconomic status
Description: WOS:000313791500005 (Nº de Acesso Web of Science)
Peer reviewed: Sim
ISSN: 0033-3085
Publisher version: The definitive version is available at:
Appears in Collections:CIS-RI - Artigos em revistas científicas internacionais com arbitragem científica

Files in This Item:
File Description SizeFormat 
publisher_version_Raimundo et al_2013_pub.pdf175.57 kBAdobe PDFView/Open    Request a copy

FacebookTwitterDeliciousLinkedInDiggGoogle BookmarksMySpace
Formato BibTex MendeleyEndnote Currículo DeGóis 

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.