Abstract
This study aims to analyze the differential impact of social and emotional learning programs between Portuguese elementary and middle school students, and to clarify developmental and gender differences in children and adolescents self-concept. The sample included 2682 students, 1237 elementary students (4th grade; Mage = 9.24; SD = 0.72) and 1445 middle school students (7th to 9th grade: Mage = 13.30; SD = 1.32). Self-report questionnaires were administered before and after intervention. Multilevel linear modeling with a repeated measures design was used to evaluate the effects of the program on self- concept. Results show significant intervention gains in social and emotional self-concept, which differ by grade level (elementary students benefited more). There were also differences between genders, boys showed more benefits in social self-concept and girls in emotional self-concept as well as a smaller decrease in academic self-concept. Participation in the programs led to more pronounced gains for elementary school students.
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Schedule a callMore From: Revista de Psicodidactica / Journal of Psychodidactics
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