The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis.
Social-emotional learning (SEL) is an educational model for improving social-emotional competences of all students and a long-term education program connecting school, home, and community. Although there has been active research to establish evidence-based practice (EBP) of SEL programs worldwide, t...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Public Library of Science (PLoS)
2022-01-01
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| Series: | PLoS ONE |
| Online Access: | https://doi.org/10.1371/journal.pone.0269996 |
| _version_ | 1818048365025296384 |
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| author | Dongil Kim Jin Hyung Lim Jechun An |
| author_facet | Dongil Kim Jin Hyung Lim Jechun An |
| author_sort | Dongil Kim |
| collection | DOAJ |
| description | Social-emotional learning (SEL) is an educational model for improving social-emotional competences of all students and a long-term education program connecting school, home, and community. Although there has been active research to establish evidence-based practice (EBP) of SEL programs worldwide, the quality of SEL intervention studies which is an integral part of evaluating EBP was rarely investigated. In addition, prior meta-analytic studies focused only on the effectiveness of SEL programs conducted in Western society. In this sense, in order to contribute to establishing EBP of SEL programs, the current research sought to analyze both quality and effectiveness of SEL intervention studies conducted in Korea where SEL has been investigated and applied in classroom since 2010. To conduct this study, we selected 22 peer-reviewed articles (about 23 SEL programs) and analyzed their quality by Evidence-Based Intervention (EBI) indicators and calculated effect sizes using a meta-analysis. The results of the quality analysis revealed that SEL intervention studies had some limitations with a statistical analysis, use of measurement, a control group design, intervention fidelity, and external validity. The global effect size of SEL programs was 0.27, and the results from the effect size analyses by controlling variables showed that group compositions, the number of sessions, and session length were accountable for the variability of effect sizes. Based on these findings, we discussed the directions for future research and practice on the EBP of SEL programs that can be appreciated by researchers worldwide. |
| first_indexed | 2024-12-10T10:20:31Z |
| format | Article |
| id | doaj.art-c01a600155824ae292bef399e11c7ede |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-12-10T10:20:31Z |
| publishDate | 2022-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-c01a600155824ae292bef399e11c7ede2022-12-22T01:52:52ZengPublic Library of Science (PLoS)PLoS ONE1932-62032022-01-01176e026999610.1371/journal.pone.0269996The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis.Dongil KimJin Hyung LimJechun AnSocial-emotional learning (SEL) is an educational model for improving social-emotional competences of all students and a long-term education program connecting school, home, and community. Although there has been active research to establish evidence-based practice (EBP) of SEL programs worldwide, the quality of SEL intervention studies which is an integral part of evaluating EBP was rarely investigated. In addition, prior meta-analytic studies focused only on the effectiveness of SEL programs conducted in Western society. In this sense, in order to contribute to establishing EBP of SEL programs, the current research sought to analyze both quality and effectiveness of SEL intervention studies conducted in Korea where SEL has been investigated and applied in classroom since 2010. To conduct this study, we selected 22 peer-reviewed articles (about 23 SEL programs) and analyzed their quality by Evidence-Based Intervention (EBI) indicators and calculated effect sizes using a meta-analysis. The results of the quality analysis revealed that SEL intervention studies had some limitations with a statistical analysis, use of measurement, a control group design, intervention fidelity, and external validity. The global effect size of SEL programs was 0.27, and the results from the effect size analyses by controlling variables showed that group compositions, the number of sessions, and session length were accountable for the variability of effect sizes. Based on these findings, we discussed the directions for future research and practice on the EBP of SEL programs that can be appreciated by researchers worldwide.https://doi.org/10.1371/journal.pone.0269996 |
| spellingShingle | Dongil Kim Jin Hyung Lim Jechun An The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis. PLoS ONE |
| title | The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis. |
| title_full | The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis. |
| title_fullStr | The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis. |
| title_full_unstemmed | The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis. |
| title_short | The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis. |
| title_sort | quality and effectiveness of social emotional learning sel intervention studies in korea a meta analysis |
| url | https://doi.org/10.1371/journal.pone.0269996 |
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