Effect of Tools for Getting along on Student Risk for Emotional and Behavioral Problems in Upper Elementary Classrooms: A Replication Study

Autor/inn/en	Smith, Stephen W.; Daunic, Ann P.; Aydin, Burak; Van Loan, Christopher L.; Barber, Brian R.; Taylor, Gregory G.
Titel	Effect of Tools for Getting along on Student Risk for Emotional and Behavioral Problems in Upper Elementary Classrooms: A Replication Study
Quelle	In: School Psychology Review, 45 (2016) 1, S.73-92 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.17105/SPR45-1.73-92
Schlagwörter	Elementary School Students; Emotional Problems; Behavior Problems; Risk; Social Development; Emotional Development; Elementary School Curriculum; Problem Solving; Interpersonal Competence; Executive Function; Student Adjustment; Aggression; Psychological Patterns; Metacognition; Replication (Evaluation); Outcomes of Education; Hierarchical Linear Modeling; Statistical Analysis; Florida + Suchen Sie Ihr Suchwort? Risiko; Soziale Entwicklung; Gefühlsbildung; Problemlösen; Interpersonale Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernleistung; Schulerfolg; Statistische Analyse
Abstract	Social-emotional learning curricula to prevent student problematic behaviors should play a prominent role in public school instruction. While social-emotional curricula have been shown to be effective, there are few replication studies that substantiate their capacity to improve outcomes for students who exhibit problem behaviors. Thus, we conducted a partial replication of a randomized controlled field trial of the Tools for Getting Along curriculum designed to increase self-regulatory functions of upper elementary school students. We found main effects on social problem-solving and significant pretest-by-condition interaction effects on teacher-reported executive function, behavioral adjustment, and aggression. We also found interaction effects on student-reported anger. The current findings are similar to the results reported for the initial study. We also specified high-risk subsamples of students for each of eight outcome factors and found main effects on emotion regulation and positive social problem-solving and a marginally significant effect on metacognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01