Implementation Matters: Using Complier Average Causal Effect Estimation to Determine the Impact of the Promoting Alternative Thinking Strategies (PATHS) Curriculum on Children's Quality of Life

Autor/inn/en	Panayiotou, Margarita; Humphrey, Neil; Hennessey, Alexandra
Titel	Implementation Matters: Using Complier Average Causal Effect Estimation to Determine the Impact of the Promoting Alternative Thinking Strategies (PATHS) Curriculum on Children's Quality of Life
Quelle	In: Journal of Educational Psychology, 112 (2020) 2, S.236-253 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Panayiotou, Margarita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000360
Schlagwörter	Thinking Skills; Social Development; Emotional Development; Interpersonal Competence; Quality of Life; Well Being; Elementary School Students; Children; Intervention; Compliance (Psychology); Program Implementation; Skill Development; Self Management; Student Behavior; Emotional Response; Self Control; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Denkfähigkeit; Soziale Entwicklung; Gefühlsbildung; Interpersonale Kompetenz; Lebensqualität; Well-being; Wellness; Wohlbefinden; Child; Kind; Kinder; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstmanagement; Student behaviour; Schülerverhalten; Emotionales Verhalten; Selbstbeherrschung; Ausland
Abstract	This cluster randomized trial evaluated the impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children's psychological wellbeing, peer social support, and school connectedness. Forty-five schools in England were randomly assigned to implement PATHS or continue their usual provision for 2 years. The trial sample was 5,218 students, aged 7-9 at baseline (M = 8.12, SD = 0.87). Teachers in PATHS schools received initial training and ongoing implementation support and assistance from trained coaches. Multilevel intent-to-treat (ITT) analysis of outcome data indicated that PATHS led to a small, statistically significantly improvement in children's psychological wellbeing but had no discernible impact on their peer social support or school connectedness. Multilevel complier average causal effect estimation using dosage as a compliance marker increased the intervention effect size for psychological wellbeing and revealed significant medium to large effects for peer social support and school connectedness. The implications of these findings are discussed, and study limitations are noted. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01