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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Rebecca D. Taylor | vi |
| dc.contributor.author | Eva Oberle | vi |
| dc.contributor.author | Joseph A. Durlak | vi |
| dc.contributor.author | Roger P. Weissberg | vi |
| dc.date.accessioned | 2023-11-24T03:05:06Z | - |
| dc.date.available | 2023-11-24T03:05:06Z | - |
| dc.date.issued | 2017-08 | - |
| dc.identifier.citation | Child Development. - 2017. - Volume 88. - Number 4. - pp. 1156–1171 | vi |
| dc.identifier.uri | http://elib.hcmussh.edu.vn/handle/HCMUSSH/138556 | - |
| dc.description.abstract | This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL’s enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. | vi |
| dc.language.iso | en | vi |
| dc.subject | education | vi |
| dc.subject | Emotional Learning Interventions | vi |
| dc.title | Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects | vi |
| dc.type | Article | vi |
| ikr.topic.maintopic | THẠC SĨ | vi |
| ikr.topic.subtopic | THẠC SĨ::Giáo dục học | vi |
| Appears in Collections | Bài trích | |
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