Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis
| Autor: | Nádia Salgado Pereira, Ana Margarida da Veiga-Simão, Magda Sofia Roberto, Sofia de Oliveira, Alexandra Marques-Pinto |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
050103 clinical psychology
teachers 05 social sciences Stressor Professional development education Psychological intervention Publication bias social and emotional learning BF1-990 Emotional competence meta-analysis Empirical research systematic review Job performance Meta-analysis Psychology 0501 psychology and cognitive sciences General Psychology intervention 050104 developmental & child psychology Clinical psychology professional development |
| Zdroj: | Frontiers in Psychology Frontiers in Psychology, Vol 12 (2021) |
| ISSN: | 1664-1078 |
| Popis: | Teaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. This study conducted a systematic review with meta-analysis of 43 empirical studies which evaluated the efficacy of school-based SEL interventions involving 3,004 in-service preK-12 teachers. The initial systematic review showed that these interventions were very heterogeneous and the research on their efficacy assessed widely distinct outcome variables. Concerning the meta-analysis, results showed statistically significant small to medium effect sizes favoring the experimental group, with SEL interventions impacting teachers' social and emotional competence [g = 0.59, 95% CI (0.29, 0.90)], well-being [g = 0.35, 95% CI (0.16, 0.54)], and psychological distress [g = −0.34, 95% CI (−0.57, −0.10)]. Meta-regressions did not reveal significant values of the explanatory variables, and publication bias was found for social and emotional competence and well-being domains. Findings add to growing empirical evidence regarding the impact of these interventions and contribute to the development of guidelines for the design of effective SEL interventions for teachers. |
| Databáze: | OpenAIRE |
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