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Assessing the effectiveness of the Kimochis program in promoting social and emotional learning in an elementary school setting.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Assessing the effectiveness of the Kimochis program in promoting social and emotional learning in an elementary school setting./
作者:	Stamper, Brittany J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	138 p.
附註:	Source: Dissertations Abstracts International, Volume: 78-06, Section: B.
Contained By:	Dissertations Abstracts International78-06B.
標題:	Counseling Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10290880
ISBN:	9781369333022

Assessing the effectiveness of the Kimochis program in promoting social and emotional learning in an elementary school setting.
Stamper, Brittany J.

Assessing the effectiveness of the Kimochis program in promoting social and emotional learning in an elementary school setting. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 138 p.

Source: Dissertations Abstracts International, Volume: 78-06, Section: B.

Thesis (Ph.D.)--New Mexico State University, 2016.

This item must not be added to any third party search indexes.

This study focused on the effects of a social-emotional learning (SEL) program, "Kimochis," in fostering social and emotional skills, academic performance and positive behavioral outcomes in school age children (grades 1-3). Teachers (n = 2) and parents (n = 60) completed rating scales for each student on three separate occurrences: two times before the commencement of the Kimochis intervention to establish a baseline (Pre-Pre and Pre) and once after the Kimochis intervention (post). The instruments used included the Social Emotional Assets and Resilience Scale (SEARS) for parents (SEARS-P) and teachers (SEARS-T), an academic performance rating scale, and problem behavior frequency. Results indicated that the Kimochis intervention achieved its goal of enhancing social-emotional competence as perceived by parents and teachers and enhancing academic performance. It was expected that levels of the dependent variables would not change from pre-pre to pre-intervention in order to establish a baseline, but would change from pre to post intervention. This occurred for parents' perception of students' social emotional competence and teachers' ratings of academic performance, but not for teachers' perception of students' social emotional competence. However, these three dependent variables all increased significantly post-Kimochis intervention, suggesting that the Kimochis program had a strong impact on the participants. Finally, the fourth dependent variable, problem behavior, was unable to be examined due to frequency of disciplinary action being low from the beginning (pre-pre).

ISBN: 9781369333022Subjects--Topical Terms:

2122842
Counseling Psychology.
Subjects--Index Terms:

Elementary School

Assessing the effectiveness of the Kimochis program in promoting social and emotional learning in an elementary school setting.
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520 $a This study focused on the effects of a social-emotional learning (SEL) program, "Kimochis," in fostering social and emotional skills, academic performance and positive behavioral outcomes in school age children (grades 1-3). Teachers (n = 2) and parents (n = 60) completed rating scales for each student on three separate occurrences: two times before the commencement of the Kimochis intervention to establish a baseline (Pre-Pre and Pre) and once after the Kimochis intervention (post). The instruments used included the Social Emotional Assets and Resilience Scale (SEARS) for parents (SEARS-P) and teachers (SEARS-T), an academic performance rating scale, and problem behavior frequency. Results indicated that the Kimochis intervention achieved its goal of enhancing social-emotional competence as perceived by parents and teachers and enhancing academic performance. It was expected that levels of the dependent variables would not change from pre-pre to pre-intervention in order to establish a baseline, but would change from pre to post intervention. This occurred for parents' perception of students' social emotional competence and teachers' ratings of academic performance, but not for teachers' perception of students' social emotional competence. However, these three dependent variables all increased significantly post-Kimochis intervention, suggesting that the Kimochis program had a strong impact on the participants. Finally, the fourth dependent variable, problem behavior, was unable to be examined due to frequency of disciplinary action being low from the beginning (pre-pre).
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