Classroom-Based Social and Emotional Learning Linked to Academic Instruction: Its Effects on Social-Emotional Competences and School-Related Outcomes
Abstract
This study was conducted to test the effects of classroom-based social and emotional learning (SEL) on students’ social-emotional competences and school-relatd outcomes. The interventions involved 176 sixth graders in six classrooms. Two classrooms implemented SEL during academic instruction, two other classrooms employed Strong Kids curriculum, and the remaining two were assigned to a control group. Data were collected from self-report questionnaires designed to assess peer conflict resolution, emotional intelligence, positive/negative affect, academic self-efficacy, sense of school belonging, and learning skills. Analyses of covariance, mixed-design analyses of variance, and planned comparisons revealed that SEL was effective in enhancing students’ social-emotional competences and school-related outcomes but its effects varied with how it was implemented. First, SEL was effective in increasing cooperative resolution strategies and in decreasing both aggressive and avoidant strategies. In particular, Strong Kids curriculum was more effective in increasing cooperative strategies and decreasing avoidant strategies than was SEL linked to academic instruction. Second, SEL was effective in improving emotional intelligence and positive affect; however, it was not effective in reducing negative affect. Strong Kids curriculum was more effective in improving emotional intelligence but SEL linked to academic instruction was more effective in increasing positive affect. Third, SEL was effective in enhancing academic self-efficacy but was not effective in heightening sense of school belonging. SEL linked to academic instruction was more effective in facilitating academic self-efficacy than was Strong Kids curriculum. Fourth, SEL was effective in improving learning skills. Compared to Strong Kids curriculum, SEL linked to academic instruction was more effective in improving both self-management and class participation skills. These findings were discussed in light of the necessity of seeking ways to secure the intervention integrity of SEL linked to academic instruction and to ensure the sustainability of schoolwide SEL programming.
- keywords
- social and emotional learning, SEL, Strong Kids, social-emotional competence, 사회정서학습, SEL, Strong Kids 커리큘럼, 사회정서적 유능성
Reference
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