"نگرش مثبت": تجزیه و تحلیل مدل چندسطحی از اثربخشی یک برنامه آموزش اجتماعی و عاطفی برای دانش آموزان مدارس متوسط پرتغالی

This study investigated the impact, reported by students and their teachers, of a universal, school-based, social-emotional learning program, implemented in three school years on the social-emotional competencies of middle school students (7th to 9th grade). It also analyzes, at post-test and follow-up, the differential results by gender and among students with lower levels of competence. There were 1091 participants, 855 students received the treatment condition (i.e., Project Attitude) and 236 students the control condition. Self-reports identified positive intervention results in social awareness, self-control, self-esteem, social isolation and social anxiety, teachers reported gains in all dimensions. These positive effects were stably effective along the three cohorts. Self-reports also identified bigger gains for girls in social awareness and for boys in social anxiety, self-esteem and leadership. Students with initial lower levels of competence benefited more from the intervention, especially at follow-up. These results support the effectiveness of social-emotional learning programs.