TY - JOUR
T1 - When is universal SEL effective under authentic conditions? Using LPA to examine program implementation in elementary classrooms
AU - Zhao, Hui
AU - Lei, Pui Wa
AU - Hart, Susan Crandall
AU - DiPerna, James Clyde
AU - Li, Xinyue
N1 - Publisher Copyright:
Copyright © 2023 Zhao, Lei, Hart, DiPerna and Li.
PY - 2023
Y1 - 2023
N2 - As universal social-emotional learning (SEL) programs have become more common in K-12 schools, implementation practices have been found to affect program quality. However, research examining how multiple facets of program implementation interrelate and impact student outcomes, especially under routine conditions in schools, is still limited. As such, we used latent profile analysis (LPA) to examine implementation of a brief universal SEL program (Social Skills Improvement System SEL Classwide Intervention Program) in primary classrooms. Three latent profiles of implementation were identified based on dosage, adherence, quality of delivery, student engagement and teachers’ impression of lessons. Although results suggested that classrooms with moderate- and high-level implementation practices generally showed higher gains in student outcomes than those with low-level implementation, these differences did not reach statistical significance except for academic motivation. Implications for school-based universal SEL program planning, implementation, and evaluation are discussed.
AB - As universal social-emotional learning (SEL) programs have become more common in K-12 schools, implementation practices have been found to affect program quality. However, research examining how multiple facets of program implementation interrelate and impact student outcomes, especially under routine conditions in schools, is still limited. As such, we used latent profile analysis (LPA) to examine implementation of a brief universal SEL program (Social Skills Improvement System SEL Classwide Intervention Program) in primary classrooms. Three latent profiles of implementation were identified based on dosage, adherence, quality of delivery, student engagement and teachers’ impression of lessons. Although results suggested that classrooms with moderate- and high-level implementation practices generally showed higher gains in student outcomes than those with low-level implementation, these differences did not reach statistical significance except for academic motivation. Implications for school-based universal SEL program planning, implementation, and evaluation are discussed.
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U2 - 10.3389/feduc.2023.1031516
DO - 10.3389/feduc.2023.1031516
M3 - Article
AN - SCOPUS:85159039011
SN - 2504-284X
VL - 8
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 1031516
ER -