ERIC Number: EJ697919
Record Type: Journal
Publication Date: 2005-Mar
Effects of a School-Based Social-Emotional Competence Program: Linking Children's Goals, Attributions, and Behavior
Frey, K.S.; Nolen, S.B.; Van Schoiack Edstrom, L.; Hirschstein, M.K.
Journal of Applied Developmental Psychology: An International Lifespan Journal, v26 n2 p171-200 Mar 2005
This study examined the effects of the Second Step social-emotional learning program and addressed the relations between social cognitions and prosocial and antisocial behavior. Children (N = 1,253) in intervention and control groups were assessed by teacher ratings, self report, and observation in two conflict situations. Intervention children were more likely to prefer prosocial goals and give egalitarian reasons for satisfaction than control children. Intervention children also required less adult intervention, and behaved less aggressively and (among girls) more cooperatively. Teacher ratings of social behavior showed improvement over time. Individual and dyadic behavior varied as a function of goals, hostile attributions, and attitude concordance within dyads. Findings are discussed with respect to social-cognitive models of aggression and prosocial behavior.
Descriptors: Intervention, Prosocial Behavior, Control Groups, Conflict, Antisocial Behavior, Interpersonal Competence
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Publication Type: Journal Articles
Education Level: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/75496
IES Cited: ED502720