Examining the Relationship Between Success For All and Non-Cognitive Outcomes

non-cognitive factors;program evaluation;social and emotional learning;not listed

Kim, ElizabethSlavin, Robert E ;

Johns Hopkins University

关键词: non-cognitive factors;    program evaluation;    social and emotional learning;    not listed;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/60843/KIM-DISSERTATION-2018.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

The current education policy and research context recognizes non-cognitive factors as important educational outcomes to consider in addition to academic achievement outcomes. This study examines whether a widely used whole-school reform program, Success For All (SFA), is linked to greater student non-cognitive outcomes, namely engagement, self-efficacy, and antisocial behavior, compared to a comparison group. The study further seeks to clarify the relationship between achievement and non-cognitive factors over time. Using multilevel models with propensity scores and autoregressive cross-lagged panel models to examine possible mediation with a diverse sample of SFA (n = 469) and control (n = 508) students, this study finds a small but significant positive effect of SFA on teacher-reported student engagement but no meditating relationships between non-cognitive factors and reading achievement. The results of the study suggest the promise of programs that are not explicitly SEL-focused in improving students’ non-cognitive outcomes and engagement in particular. Implications for practice and directions for future research are offered.