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Developing cognitive‐social‐emotional competencies to enhance academic learning
Author(s) -
Linares L. Oriana,
Rosbruch Nicole,
Stern Marcia B.,
Edwards Martha E.,
Walker Gillian,
Abikoff Howard B.,
Alvir Jose Ma. J.
Publication year - 2005
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/pits.20066
Subject(s) - psychology , social emotional learning , academic achievement , competence (human resources) , social competence , cognition , intervention (counseling) , social skills , developmental psychology , classroom climate , mathematics education , medical education , social change , social psychology , medicine , neuroscience , psychiatry , economics , economic growth
This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher‐led program designed to promote cognitive‐social‐emotional (CSE) skills, including student self‐efficacy, problem solving, social‐emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self‐efficacy, problem solving, social‐emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 405–417, 2005.