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A Quasi-Experimental Study on Social...

Sollom, Melissa.

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A Quasi-Experimental Study on Social Emotional Learning and Primary Prevention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Quasi-Experimental Study on Social Emotional Learning and Primary Prevention./
Author:	Sollom, Melissa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	182 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
Contained By:	Dissertations Abstracts International82-05B.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28148192
ISBN:	9798684656408

A Quasi-Experimental Study on Social Emotional Learning and Primary Prevention.
Sollom, Melissa.

A Quasi-Experimental Study on Social Emotional Learning and Primary Prevention. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 182 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: B.

Thesis (Ph.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

In order to foster a climate that encourages human strengths and resiliency, schools must promote and teach social emotional learning (SEL) skills. However, there is a lack of a primary prevention program that develops SEL skills within the schools. The purpose of this quasi-experimental study was to determine the efficacy of the Top 20 SEL program and how their SEL curriculum may lead to an increase in SEL. The secondary goal of this study was to explore how the social emotional competencies of self-awareness, self-management, social awareness, relationship skills, personal responsibility, decision-making, optimistic thinking, and goal-directed behavior may play a significant role in a child and adolescent's social emotional development. A total of 359 middle school students participated in the study. The experimental group consisted of 170 students and the control group consisted of 189 students. Two middle school teachers at the school helped embed and teach the Top 20 SEL curriculum and monthly SEL lessons to all students in the experimental group. The teachers completed the Devereux Student Strengths Assessment (DESSA) pre-test one month into the study and the DESSA post-test five months later. The independent-samples t-test reported a statistically significant difference in SEL change between the control and experimental group t(169) = -10.002, p < 0.001. The experimental group had significantly higher SEL change scores. The paired-samples t-test reported significantly higher SEL scores after the Top 20 SEL program compared to pre-test SEL scores t(169) = -10.002, p < 0.001. The Top 20 SEL program also demonstrated a moderate effect size of d = 0.77. These results demonstrate high efficacy of the Top 20 SEL program. The descriptive analysis revealed an increase in all eight social emotional competencies for the experimental group with a total SEL difference score of M = 8.23. Overall, the Top 20 SEL program has demonstrated how experience and practice in SEL skills are more likely to lead to an increase in SEL especially when such programs engage in vicarious learning. Future research should explore these instructional strategies from Bandura's social learning theory, the efficacy of the program, and potential long-term benefits of the Top 20 SEL program.

ISBN: 9798684656408Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Social emotional learning

A Quasi-Experimental Study on Social Emotional Learning and Primary Prevention.
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520 $a In order to foster a climate that encourages human strengths and resiliency, schools must promote and teach social emotional learning (SEL) skills. However, there is a lack of a primary prevention program that develops SEL skills within the schools. The purpose of this quasi-experimental study was to determine the efficacy of the Top 20 SEL program and how their SEL curriculum may lead to an increase in SEL. The secondary goal of this study was to explore how the social emotional competencies of self-awareness, self-management, social awareness, relationship skills, personal responsibility, decision-making, optimistic thinking, and goal-directed behavior may play a significant role in a child and adolescent's social emotional development. A total of 359 middle school students participated in the study. The experimental group consisted of 170 students and the control group consisted of 189 students. Two middle school teachers at the school helped embed and teach the Top 20 SEL curriculum and monthly SEL lessons to all students in the experimental group. The teachers completed the Devereux Student Strengths Assessment (DESSA) pre-test one month into the study and the DESSA post-test five months later. The independent-samples t-test reported a statistically significant difference in SEL change between the control and experimental group t(169) = -10.002, p < 0.001. The experimental group had significantly higher SEL change scores. The paired-samples t-test reported significantly higher SEL scores after the Top 20 SEL program compared to pre-test SEL scores t(169) = -10.002, p < 0.001. The Top 20 SEL program also demonstrated a moderate effect size of d = 0.77. These results demonstrate high efficacy of the Top 20 SEL program. The descriptive analysis revealed an increase in all eight social emotional competencies for the experimental group with a total SEL difference score of M = 8.23. Overall, the Top 20 SEL program has demonstrated how experience and practice in SEL skills are more likely to lead to an increase in SEL especially when such programs engage in vicarious learning. Future research should explore these instructional strategies from Bandura's social learning theory, the efficacy of the program, and potential long-term benefits of the Top 20 SEL program.
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