Evaluation of CharacterStrong's Secondary Social-Emotional and Character Education Curriculum: Effects on Student-Reported and Teacher-Reported Outcomes

Autor/inn/en	Merle, James L.; Larson, Madeline F.; Cook, Clayton R.
Titel	Evaluation of CharacterStrong's Secondary Social-Emotional and Character Education Curriculum: Effects on Student-Reported and Teacher-Reported Outcomes
Quelle	(2023), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Urban Schools; Social Emotional Learning; Values Education; Self Efficacy; Learning Strategies; Behavioral Objectives; Cognitive Development; Cognitive Processes; Self Actualization; Self Management; Interpersonal Competence; Secondary School Curriculum; Adolescent Development; Moral Development; Moral Values; Cognitive Structures; Prevention; Middle School Students; High School Students; Middle School Teachers; High School Teachers; Student Attitudes; Teacher Attitudes; Outcomes of Education + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Werterziehung; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Self actualisation; Selbstverwirklichung; Selbstmanagement; Interpersonale Kompetenz; Moralische Entwicklung; Moral value; Ethischer Wert; Cognitive structure; Kognitive Struktur; Prävention; Vorbeugung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Lernleistung; Schulerfolg
Abstract	Social-emotional learning (SEL) and character education are important components of adolescent development. In this study, we evaluated a randomized controlled trial of CharacterStrong, a curriculum that combines SEL and character education that included 1609 students and 242 teachers across 14 schools. This study applied baseline target moderation analysis to examine the differential effect of CharacterStrong given students' baseline (pre-test) scores on self-reported measures of social-emotional competence and personal attributes (i.e., Self-efficacy, Grit, Learning strategies, Growth mindset, Self-management, and Social-awareness). Results indicated that students with the most room to improve at baseline (pre-test) who received CharacterStrong improved significantly more than those who also had the most room to improve in the control group for three out of the six measured outcomes: Self-efficacy, Learning strategies, and Self-management. Teachers who received training for CharacterStrong reported improvements in their own Self-efficacy and students' SEL competencies compared to teachers in the control condition. This study provides evidence supporting the effects of "CharacterStrong" as well as adds to the school-based prevention research on performing moderation analyses of baseline status to reveal the sub-group of youth who respond most favorably to universal prevention programs. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01