Utilize este identificador para referenciar este registo: http://hdl.handle.net/10071/7257
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dc.contributor.authorRaimundo, R.-
dc.contributor.authorMarques-Pinto, A.-
dc.contributor.authorLima, M. L.-
dc.date.accessioned2014-05-19T16:32:19Z-
dc.date.available2014-05-19T16:32:19Z-
dc.date.issued2013-02-
dc.identifierhttp://dx.doi.org/10.1002/pits.21667en_US
dc.identifier.issn0033-3085por
dc.identifier.urihttps://ciencia.iscte-iul.pt/public/pub/id/12055en_US
dc.identifier.urihttp://hdl.handle.net/10071/7257-
dc.descriptionWOS:000313791500005 (Nº de Acesso Web of Science)-
dc.description.abstractThis 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 statuspor
dc.language.isoengpor
dc.publisherWiley-Blackwellpor
dc.rightsembargoedAccesspor
dc.titleThe Effects of a Social-Emotional Learning Program on Elementary School Children: The Role of Pupils’ Characteristicspor
dc.typearticleen_US
dc.pagination165-180por
dc.publicationstatusPublicadopor
dc.peerreviewedSimpor
dc.relation.publisherversionThe definitive version is available at: http://dx.doi.org/10.1002/pits.21667por
dc.journalPsychology in the Schoolspor
dc.distributionInternacionalpor
dc.volume50por
dc.number2por
degois.publication.firstPage165por
degois.publication.lastPage180por
degois.publication.issue2por
degois.publication.titlePsychology in the Schoolspor
dc.date.updated2014-05-19T16:21:21Z-
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