Category: Social and Motivational Outcomes

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K-12 Education Social and Motivational Outcomes

Did interventions improve teacher well-being?

A meta-analysis by Li and colleagues investigated the effects of intervention programs on K-12 in-service teacher well-being. A total of 44 studies, comprising 176 effect sizes, published from 1990 to 2022 were included in the three-level meta-analysis. About 80% effect sizes was obtained from interventions with duration 8 weeks or less. Among these studies, 31 used a pre-test/post-test control group design, while 14 studies only compared pre/post intervention results. The overall mean effect size of 0.35.

The moderation analysis explored factors influencing effect variability across studies. The quality of each study was assessed based on five criteria (e.g., sampling method, study design), and were classified into strong, moderate, and weak. Analysis revealed that strong quality studies (g = 0.53, k=21) had the largest effect size, followed by weak (g=0.40, k=45) and moderate quality (g = 0.26, k =110) studies. Moreover, studies with a control group (g=0.39, k=111) had larger effects than those without (g=0.26, k=65), though not statistically significant.

Regarding intervention type, mindfulness-based interventions (g = 0.39, k = 79) had significantly larger effects than those targeting the mitigation of negative emotions (g = 0.15, k=13), but comparable to positive-psychology based interventions (g=0.38, k=29). While no significant differences were found, interventions had greater impact on personal well-being (e.g., life satisfaction, reducing stress) than occupational well-being (e.g., job satisfaction, occupational burnout).

The findings of the study may be inflated due to several limitations: 1) the study only included published peer-reviewed journal articles, excluding grey literature; 2) significant publication bias was found; and 3) all studies used self-report questionnaires for measurement.

Nevertheless, this meta-analysis provides a comprehensive and updated synthesis of the effects of interventions on teacher well-being.

 

Note: k = number of effect sizes.

 

Source: Li, Y., Wang, X., Chen, J., Lee, J. C.-K., Yan, Z., & Li, J.-B. (2024). The Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis. Educational Psychology Review, 36(4), 129. https://doi.org/10.1007/s10648-024-09966-y… Read the rest

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Primary School Education Secondary School Education Social and Motivational Outcomes

Are counselor-led SEL interventions effective? Insights from a recent meta-analysis

Social and emotional learning (SEL) interventions help students, educators, and school staff manage emotions, build relationships, and make thoughtful decisions. These programs are linked to improved academic performance and overall well-being. School counselors are crucial in implementing SEL programs but often face challenges due to limited resources, such as limited time and training. As students face increasing mental and social challenges, understanding the impact and best practices for these interventions is essential.

A recent meta-analysis reviewed the effectiveness of school counselor-led SEL interventions, including 28 studies published over the past 20 years. Using a random effects model, the analysis found an average statistically significant positive effect (ES = +0.31). Subgroup analyses and meta-regression revealed that while no moderators showed statistically significant differences, several factors were associated with larger effect sizes. Notably, larger effect sizes were observed in randomized controlled trials (RCTs) (ES =+0.31) and cluster RCTs (ES = +0.42) in samples with over 50% racial/ethnic minority students (ES = +0.40 versus ES = +0.21 in samples with less diversity). Effects were larger for low SES groups (ES = +0.35 compared to +0.21 for higher SES group), and for middle (ES = +0.45) and high school students (ES = +0.43) compared to elementary students (ES = +0.08).

The interventions were more effective for academic development (ES = +0.41) than for social-emotional (ES = +0.19) or career development (ES = +0.14). Small group interventions showed the highest effect (ES = +0.44), followed by classroom lessons (ES = +0.30). Interventions grounded in theory had larger effects (ES = +0.41 for multiple theories, ES = +0.32 for a single theory) compared to those without theoretical grounding (ES = +0.17). Applying theory to measure changes in relevant constructs led to larger effects (ES = +0.34) compared to those that did not (ES = +0.26), and discussing results in relation to theory also showed higher effect sizes (ES = +0.40 vs. +0.27).

Despite the limitation of including only peer-reviewed published papers, which may lead to an overrepresentation of positive findings, this meta-analysis suggests that school counselors contribute significantly to SEL-related outcomes, especially for academic achievement. Additionally, the integration of theory in SEL programming seems to be associated with more impactful intervention results.

 

Source: Lemberger‐Truelove, M. E., Li, D., Kim, H., Wills, L., Thompson, K., & Lee, Y. (2024). Meta‐analysis of social and emotional learning interventions delivered by school counselors. Journal of Counseling & Development, jcad.12537. https://doi.org/10.1002/jcad.12537… Read the rest

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Programme Evaluation Secondary School Education Social and Motivational Outcomes

Which format was more effective at alleviating anxiety: face-to-face or web-based intervention?

Shao and colleagues evaluated the impact of the DNA-V program, culturally adapted for Chinese adolescents, on reducing their anxiety. The DNA-V (Discover, Notice, Advise-Value) program combines mindfulness-based social-emotional learning (SEL) and cognitive behavioral strategies to enhance psychological flexibility and lower anxiety. Cognitive defusion is considered highly related to psychological flexibility, so that the study particularly examined cognitive fusion—where individuals are entangled in their thoughts, potentially increasing psychological distress—as a mediating factor in anxiety reduction.

The researchers randomly divided six eighth-grade classes from a Beijing urban middle school into three groups, each receiving different interventions: a face-to-face DNA-V group (40 students), a web-based DNA-V group (56 students), and an active control group undergoing a positive psychology program (50 students). Over six weeks, the treatment groups attended a 40-minute session weekly, with the face-to-face group in a classroom and the web-based group via an online game format.

Students completed the Chinese Secondary School Students Anxiety scale and Cognitive Fusion Questionnaire before the program (T1), immediately after (T2), and two months post-intervention (T3). Results from a repeated measures ANOVA indicated that only the face-to-face group showed a significant reduction in anxiety and cognitive fusion scores from T1 to T3 and from T2 to T3. No significant changes were observed in the web-based or control groups over time.

Further analysis used a mediation model to explore the underlying mechanism of the DNV-A intervention. Findings revealed that the face-to-face DNA-V intervention directly reduced anxiety (difference between T3 and T1) without the mediating role of decreased cognitive fusion (difference between T2 and T1). The web-based intervention showed neither direct nor indirect effects on anxiety.

These findings suggest that the culturally adapted face-to-face DNA-V program could be an effective school-based intervention for reducing anxiety among adolescents, although cognitive fusion did not mediate this effect.

 

Source: Shao, S., Zhang, Y., Yang, M., Li, C., Zhao, R., Liu, Z., Wu, M., Liu, Y., Zhu, Z., & Cui, L. (2024). The effectiveness of the DNA-V program on reducing anxiety among Chinese adolescents: Outcomes of the face-to-face and web-based versions. Journal of School Psychology, 106, 101357. https://doi.org/10.1016/j.jsp.2024.101357… Read the rest

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Achievement Educational Administration and Leadership K-12 Education Social and Motivational Outcomes

Effectiveness of flipped classrooms on student outcomes

Flipped classroom refers to an instructional approach where students first learn new material through videos outside of class, and then use class time for reviewing the content, hands-on activities, and deeper learning.

A meta-analysis conducted by Li and colleagues examined the effects of flipped classrooms on K–12 student outcomes. The authors included randomized and quasi-experimental studies with more than ten students in which flipped classrooms were compared to regular teacher practice. After excluding the studies that did not meet the criteria, 129 studies were included in the review.

The average effect sizes after excluding outliers were +0.53 for student performance, +0.56 for cognitive outcomes, and +0.46 for affective outcomes. Due to the high variability in effects between studies, the authors examined which characteristics are factors (e.g., duration, teacher training) that moderate the effects of flipped classrooms. Region was found to be a significant moderator, with a larger effect in low- and middle-income countries compared to high-income countries. Considering methodological characteristics, the authors found that it is more effective when the same instructor teaches consistently than when instructors change during an intervention. In addition, outcomes that include a wide range of tests show smaller effect sizes than those that use more specific measures, such as a unit test.

Overall, the characteristics related to educational context and research methodology explained a substantial portion of the variability in the overall effects.

 

Source: Li, S., Fu, W., Liu, X., & Hwang, G.-J. (2024). Effectiveness of flipped classrooms for k–12 students: Evidence from a three-level meta-analysis. Review of Educational Research, 00346543241261732. https://doi.org/10.3102/00346543241261732… Read the rest

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Primary School Education Secondary School Education Social and Motivational Outcomes

The fadeout effect: Unpacking the durability of educational interventions

Although educational interventions play a pivotal role in fostering a broad range of student skills, their sustained impact often wanes as time progresses, prompting a deeper exploration into their long-term efficacy. Hart and colleagues conducted a comprehensive meta-analysis, examining the long-term effectiveness of educational interventions aimed at improving cognitive and social-emotional skills in children and adolescents. The study drew on 86 randomized controlled trials (RCTs), incorporating data from 56,662 participants, to determine whether the gains in social-emotional skills were more persistent than those in cognitive skills. The research included studies from eight previous meta-analyses and aimed to overcome the methodological limitations of earlier works by focusing solely on RCTs and outcomes consistently measured across different time points.

The analysis revealed that both cognitive and social-emotional skills demonstrated a significant fadeout in their effects over time. Initial post-test improvements did not persist strongly at follow-up assessments, challenging the expectation that social-emotional skills would endure more robustly than cognitive skills. The study found similar rates of conditional persistence for both types of skills in the short term (6-12 months). However, cognitive skills exhibited slightly greater persistence at longer follow-up intervals (1-2 years).

This meta-analysis highlights the critical need for educational programs that not only focus on short-term gains but also address strategies to maintain these improvements over time. The findings suggest that without sustained intervention, both cognitive and social-emotional skills are subject to significant declines, which calls into question the long-term efficacy of current educational interventions in altering developmental trajectories. The results also emphasize the importance of designing future educational programs with a focus on long-lasting impact, a challenge that remains central to educational research and practice.

 

Source (Open Access): Hart, Emma R., Drew H. Bailey, Sha Luo, Pritha Sengupta, and Tyler W. Watts. (2024). Fadeout and persistence of intervention impacts on social-emotional and cognitive skills in children and adolescents: A meta-analytic review of randomized controlled trials. (EdWorkingPaper: 23-782). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/7J8S-DY98… Read the rest

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Primary School Education Programme Evaluation Social and Motivational Outcomes

Impact of Positive Growth program on rural children in China

Compared to their urban counterparts, children in rural China face greater risks of anxiety, depression, and other psychosocial issues. Left behind children in rural areas when parents have migrated for work are especially vulnerable. Cultivating social emotional competence (SEC) has been demonstrated as a promotive and protective factor against such difficulties. Fu and colleagues conducted a quasi-experimental study investigating the impact of a school-based social emotional learning program on 5th graders (mean age = 11 years) in Chongqing. The Positive Growth curriculum developed based on the CASEL framework by Rici foundation, focused on four components of SEL: self-awareness, self-management, social awareness, and relationship skills.

The study involved two rural schools (n=648) receiving eight-session intervention from March 2022 to June 2022, delivered by trained school teachers using manuals, textbook, materials for activities, and videos of the adapted curriculum. Two matched schools that served as control group (n=599) followed the regular curriculum including didactic moral lessons. Students self-reported SEC using the Chinese version of Washoe County School District Social and Emotional Competency Assessments (WCSD-SECAs) before and after the intervention. The difference in SEC scores between post- and pre-intervention was used to assess the impact of the program. The results are listed below.

  • The treatment group outperformed the control group in overall SEC (ES=+0.21), self-awareness (ES=+0.34), social awareness (ES=+0.25), and relationship skills (ES = +0.19). No significant differences emerged for self-management or responsible decision making.
  • The program benefited boys’ overall SEC but not girls’.
  • Children of work-away parents showed significant gains in overall SEC, but children with non-migrating parents did not.

This preliminary study demonstrates that adapting an evidence-based Western SEC framework may yield positive outcomes for rural Chinese students, especially those left behind by migrant parents. As the authors acknowledge, the brief intervention period may not capture skills cultivated over the long term. Future studies are required to examine long-term outcomes from lengthier intervention.

 

Source: Fu, L., Zhang, Z., Yang, Y., & Curtis McMillen, J. (2024). Acceptability and preliminary impact of a school-based SEL program for rural children in China: A quasi-experimental study. Children and Youth Services Review, 160, 107579. https://doi.org/10.1016/j.childyouth.2024.107579… Read the rest