Mechanisms for change: A theoretical pathway for a school-wide social–emotional learning initiative in an urban middle school

ABSTRACT:

Introduction

Investment in academic instruction without complementary attention to the social–emotional environment of students may lead to a failure of both. The current study evaluates a proposed mechanism for change, whereby academic achievement occurs as a result of the social–emotional learning environment impacting behavioral (discipline) outcomes.

Methods

We tested the hypothesized model during each year of a 3-year intervention to determine whether the relations among these constructs held potential as a pathway for targeted improvement.

Results

Path analysis for each year demonstrated excellent fit [Year 1: χ2(19) = 76.16, CFI = 0.99, RMSEA = 0.05,TLI = 0.98; Year 2: χ2(19) = 70.68, CFI = 0.99, RMSEA = 0.048, TLI = 0.98; Year 3: χ2(19) = 66.59, CFI = 0.9

SUBMITTER: White G 

PROVIDER: S-EPMC9975162 | biostudies-literature | 2023 Jan

REPOSITORIES: biostudies-literature