期刊
AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY
卷 56, 期 1-2, 页码 101-119出版社
WILEY
DOI: 10.1007/s10464-015-9733-z
关键词
Social-emotional learning; Academic achievement; School climate; School context
资金
- Institute of Education Sciences [R305A080512, R305B080019]
- American Psychological Foundation Elizabeth Munsterberg Koppitz Dissertation Fellowship
- National Academy of Education/Spencer Foundation Dissertation Fellowship
- Society for Research on Child Development
- New York Community Trust
This paper examines whether three dimensions of school climate-leadership, accountability, and safety/respect-moderated the impacts of the INSIGHTS program on students' social-emotional, behavioral, and academic outcomes. Twenty-two urban schools and N = 435 low-income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effects on math and reading achievement were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Program impacts on disruptive behaviors were greater in schools with lower levels of accountability at baseline; impacts on sustained attention were greater in schools with lower levels of safety/respect at baseline. Implications for Social-Emotional Learning program implementation, replication, and scale-up are discussed.
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