The DOI matches its Crossref record; 171 of the 172 references it cites were found in a registry or an index.
The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis
Open accessAbstract
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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Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., et al. (2023) · Child Development · doi:10.1111/cdev.13968 · Cited by 636
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Self-citation
Metadata
- 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.
- 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
- 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
- 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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