Cited by 263Early Childhood Education and DevelopmentChild and Adolescent Psychosocial and Emotional DevelopmentSocial Skills and Education

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The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis

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Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., ten Bokkel, I., Tate, K., Emery, C.·2016·Cambridge Journal of Education

DOI 10.1080/0305764x.2016.1195791

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Abstract

This study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes to produce expected results. Eighty-nine studies reporting the effects of school-based, universal SEL programmes were examined for differential effects on the basis of: (1) stage of evaluation (efficacy or effectiveness); (2) involvement from the programme developer in the evaluation (led, involved, independent); and (3) whether the programme was implemented in its country of origin (home or away). A range of outcomes were assessed including: social-emotional competence, attitudes towards self, pro-social behaviour, conduct problems, emotional distress, academic achievement and emotional competence. Differential gains across all three factors were shown, although not always in the direction hypothesised. The findings from the current study demonstrate a revised and more complex relationship between identified factors and dictate major new directions for the field.

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Authors: Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., ten Bokkel, I., Tate, K., & Emery, C.
Affiliations: University of Manchester (GB)
Manchester Metropolitan University (GB)
Corresponding author: Wigelsworth, M.
ORCID: Wigelsworth, M.
Lendrum, A.
Oldfield, J.
Tate, K.
Emery, C.
Venue: Cambridge Journal of Education
Publisher: Informa UK Limited
Published: 2016-07-02
Volume: 46
Issue: 3
Pages: 347-376
ISSN: 0305-764X (ISSN-L)
1469-3577
DOI: 10.1080/0305764x.2016.1195791
OpenAlex: W2465240660
Cited by: 263
References: 172
Citations by year: 2026: 24 · 2025: 33 · 2024: 25 · 2023: 40 · 2022: 37 · 2021: 26 · 2020: 21 · 2019: 20 · 2018: 28 · 2017: 5 · 2016: 4
FWCI: 7.37
Type: journal article
Language: en
Open access: green
research.manchester.ac.uk
Licence: other-oa
Locations: Cambridge Journal of Education (publishedVersion)
Research Explorer (The University of Manchester) (publishedVersion, other-oa)
e-space (Manchester Metropolitan University) (submittedVersion)
Funders: University of Manchester
Topics: Social Sciences › Education › Early Childhood Education and Development
Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Social Sciences › Education › Social Skills and Education
Keywords: social-emotional learning, program evaluation, efficacy versus effectiveness, socioemotional skills, prosocial behavior, conduct problems, emotional distress, academic performance, emotional competence

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The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis

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