e-journal

Social-Emotional Learning and Academic Achievement: Using Causal Methods to Explore Classroom-Level Mechanisms

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Social-emotional learning (SEL) programs have demonstrated positive effects on children’s social-emotional, behavioral, and academic outcomes, as well as classroom climate. Some programs also theorize that program impacts on children’s outcomes will be partially explained by improvements in classroom social processes, namely classroom emotional support and organization. Yet there is little empirical evidence for this hypothesis. Using data from the evaluation of the SEL program INSIGHTS, this article tests whether assignment to INSIGHTS improved low-income kindergarten and first grade students’ math and reading achievement by first enhancing classroom emotional support and organization. Multilevel regression analyses, instrumental variables estimation, and inverse probability of treatment weighting (IPTW) were used to conduct quantitative analyses. Across methods, the impact of INSIGHTS on math and reading achievement in first grade was partially explained by gains in both classroom emotional support and organization. The IPTW method revealed that the program impact on reading achievement in first grade was partially explained through an improvement in classroom organization.
Implications for research and practice are discussed.

Keywords: social-emotional learning, academic achievement, elementary school, child development, education

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Informasi Detail

Judul Seri

AERA Open

No. Panggil

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Penerbit

New York : SAGE., 2015

Deskripsi Fisik

AERA Open July-September 2015, Vol. 1, No. 3, pp. 1– 26

Bahasa

English

ISBN/ISSN

DOI: 10.1177/2332858

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

July-September 2015, Vol. 1, No. 3

Subjek

PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

agus

Versi lain/terkait

Lampiran Berkas

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