Effects of Second Step Curriculum on Behavioral and Academic Outcomes in 5th and 8th Grade Students: A Longitudinal Study on Character Development

Autor/inn/en	Top, Namik; Liew, Jeffery; Luo, Wen
Titel	Effects of Second Step Curriculum on Behavioral and Academic Outcomes in 5th and 8th Grade Students: A Longitudinal Study on Character Development
Quelle	In: Novitas-ROYAL (Research on Youth and Language), 10 (2016) 1, S.24-47 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-4733
Schlagwörter	Behavior Modification; Program Effectiveness; Intervention; Prosocial Behavior; Academic Achievement; Longitudinal Studies; Grade 5; Grade 6; Grade 7; Grade 8; Control Groups; Experimental Groups; Comparative Analysis; Grades (Scholastic); Student Characteristics; Observation; Student Records; Rating Scales; Charter Schools; Statistical Analysis; Scores; Texas + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Notenspiegel; Beobachtung; Schülerakte; Rating-Skala; Charter school; Charter-Schule; Statistische Analyse
Abstract	School-based programs designed to reduce problem behaviors, increase prosocial behaviors, and improve academic achievement have often been characterized as social-emotional learning or character development (education) programs. This longitudinal study investigated effects of such a program, called "Second Step", on observed problem behaviors, observed prosocial behaviors, and school grades across 4 school semesters for 5th to 8th grade students. A sample of 5,189 from 35 schools (16 control and 19 treatment schools) in an open-enrollment charter school system participated. Results from a three-level longitudinal growth model analysis indicated that students in the treatment schools (with "Second Step" curriculum) attained higher school grades and exhibited fewer problem behaviors than students in the control schools across 4 school semesters. Students in the treatment schools also exhibited more prosocial behaviors, but this increase was marginally significant or approaching significance. The findings have implications for promoting a positive classroom or school climate that supports engagement and achievement. (As Provided).
Anmerkungen	Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: http://www.novitasroyal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01