Long-term impact of the promotion of social and emotional skills
Bibliographic Data
| ID | 4407306 |
|---|---|
| Authors | Paulo A S Moreira (0000-0002-5454-7971, Lusíada University of Porto), Susana Jacinto (0000-0003-4883-2351, Lusíada University of Porto), Paulo Pinheiro (0000-0003-2397-6463, Lusíada University of Porto), Anita Patrício (Lusíada University of Porto), Lorena Crusellas, João Tiago Oliveira (0000-0001-6624-8816, Lusíada University of Porto), Adriana Albert Dias (0000-0002-3989-9338, Lusíada University of Porto), Adelaide Dias |
| Year | 2014 |
| Volume | 27 |
| Issue | 4 |
| Pages | 634-641 |
| Publication date | 2014-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psicologia Reflexão e Crítica (JOURNAL) |
| Journal identifiers | ISSN: 0102-7972 • E-ISSN: 1678-7153 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/1678-7153.201427404 |
| OpenAlex | W2014980132 |
| SCIELO_PID | S0102-79722014000400634 |
| Language | EN |
| Citations received | 3 |
| References cited | 21 |
Social and emotional skills are protective factors against several negative functioning indicators. A current challenge on social and emotional skills research is to descrive of the long-term impact of social and emotional development programs. The objective of this follow-up study was to evaluate the long-term impact of a program for the development of social and emotional skills - "Crescer a Brincar" (Growing up Playing) - on disruptive behaviors and on students' engagement with school eight years after the beginning and four years after the end of the intervention. Results revealed that the experimental group registered lower disruptive behaviors and higher intrinsic motivation. These results have important implications for the promotion of positive youth development, especially for the promotion of health in school-based interventions
Developmental psychology · Emotional development · Intervention (counseling) · Political science · Positive Youth Development · Promotion (chess) · Psychological intervention · Social change · Social emotional learning · Social skills · Child and Adolescent Psychosocial and Emotional Development · Educational Innovations and Technology · Psychology · Social Skills and Education
Student engagement in high school classrooms from the perspective of flow theory.
Measuring cognitive and psychological engagement
The Importance of Bonding to School for Healthy Development
Emotional intelligence
The Relations of Regulation and Emotionality to Children's Externalizing and Internalizing Problem Behavior
The Relations of Parental Warmth and Positive Expressiveness to Children's Empathy-Related Responding and Social Functioning
Engagement as flourishing
Social and Emotional Learning
Executive function and the promotion of social–emotional competence
Testing an Idealized Dynamic Cascade Model of the Development of Serious Violence in Adolescence
The Influence of Positive Affect on Intrinsic and Extrinsic Motivation
The Prosocial Classroom
Evaluation of a manual-based programme for the promotion of social and emotional skills in elementary school children
Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada
From rhetoric to reality
A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents
Genetic and environmental influences on academic achievement trajectories during adolescence
Developmental Cascades
The Impact of Enhancing Students' Social and Emotional Learning
Social
Compreensão de emoções, aceitação social e avaliação de atributos comportamentais em crianças escolares
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,6 |
| Citation span | 2021 - 2022 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |