Effect of Tools for Getting Along on Student Risk for Emotional and Behavioral Problems in Upper Elementary Classrooms: A Replication Study
SCHOOL PSYCHOLOGY REVIEW, cilt.45, sa.1, ss.73-92, 2016 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 45 Sayı: 1
- Basım Tarihi: 2016
- Doi Numarası: 10.17105/spr45-1.73-92
- Dergi Adı: SCHOOL PSYCHOLOGY REVIEW
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.73-92
- Recep Tayyip Erdoğan Üniversitesi Adresli: Evet
Özet
Social-emotional learning curricula to prevent student problematic behaviors should play a prominent role in public school instruction. While social-emotional curricula have been shown to be effective, there are few replication studies that substantiate their capacity to improve outcomes for students who exhibit problem behaviors. Thus, we conducted a partial replication of a randomized controlled field trial of the Tools for Getting Along curriculum designed to increase self-regulatory functions of upper elementary school students. We found main effects on social problem-solving and significant pretest-by-condition interaction effects on teacher-reported executive function, behavioral adjustment, and aggression. We also found interaction effects on student-reported anger. The current findings are similar to the results reported for the initial study. We also specified high-risk subsamples of students for each of eight outcome factors and found main effects on emotion regulation and positive social problem-solving and a marginally significant effect on metacognition.