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Classroom‐based elementary school affective education programs: A critical review
Author(s) -
Strein William
Publication year - 1988
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198807)25:3<288::aid-pits2310250310>3.0.co;2-l
Subject(s) - psychology , cognition , educational research , medical education , applied psychology , mathematics education , developmental psychology , pedagogy , medicine , neuroscience
Twenty‐three studies on the effectiveness of classroom‐based, elementary school affective education programs were selected by predetermined criteria from published and unpublished research dating from 1970. The resulting research evidence was evaluated by methodological rigor, program type, grade level, program length, and leader's profession. The lack of positive significant findings in the more carefully designed studies provides little support for the effectiveness of affective education programs in promoting positive changes on either behavioral or affective measures, especially for programs with an internal focus. Studies of social‐cognitive problem‐solving programs produced promising results, but require further evidence of effectiveness. The results provide important implications for future research and professional practice.