Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: A Cluster-Randomized Controlled Trial
This study evaluated effects of Positive Action (PA), a school-based social-emotional and character development program, on self-esteem levels and processes among minority, low-income, urban youth. A matched-pair, cluster-randomized controlled trial was conducted in 14 Chicago Public Schools with ou...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2017-07-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/2158244017713238 |
| _version_ | 1819107824149463040 |
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| author | Naida Silverthorn David L. DuBois Kendra M. Lewis Amanda Reed Niloofar Bavarian Joseph Day Peter Ji Alan C. Acock Samuel Vuchinich Brian R. Flay |
| author_facet | Naida Silverthorn David L. DuBois Kendra M. Lewis Amanda Reed Niloofar Bavarian Joseph Day Peter Ji Alan C. Acock Samuel Vuchinich Brian R. Flay |
| author_sort | Naida Silverthorn |
| collection | DOAJ |
| description | This study evaluated effects of Positive Action (PA), a school-based social-emotional and character development program, on self-esteem levels and processes among minority, low-income, urban youth. A matched-pair, cluster-randomized controlled trial was conducted in 14 Chicago Public Schools with outcomes assessed longitudinally for a cohort of youth followed from Grades 3 to 8. A total of 1,170 students participated in the study (53% female, 48% African American, and 27% Hispanic). Students in PA schools had more favorable change and endpoint scores on indices of self-esteem in the domains of peer and school and use of both adaptive and (to a lesser extent) maladaptive processes for developing and maintaining self-esteem. These results align with areas of emphasis within the PA program and illustrate how important areas of impact on self-esteem-related outcomes may be overlooked without differentiated assessments of both self-esteem levels and processes. |
| first_indexed | 2024-12-22T03:00:10Z |
| format | Article |
| id | doaj.art-ed77e72fd5e844a38c1cc3b532d88c51 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-12-22T03:00:10Z |
| publishDate | 2017-07-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-ed77e72fd5e844a38c1cc3b532d88c512022-12-21T18:41:12ZengSAGE PublishingSAGE Open2158-24402017-07-01710.1177/2158244017713238Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: A Cluster-Randomized Controlled TrialNaida Silverthorn0David L. DuBois1Kendra M. Lewis2Amanda Reed3Niloofar Bavarian4Joseph Day5Peter Ji6Alan C. Acock7Samuel Vuchinich8Brian R. Flay9University of Illinois at Chicago, USAUniversity of Illinois at Chicago, USAUniversity of California, Agriculture and Natural Resources, Davis, USAPrivate Practice, Scottsdale, AZ, USACalifornia State University, Long Beach, USAGovernors State University, University Park, IL, USAAdler School of Professional Psychology, Chicago, IL, USAOregon State University, Corvallis, USAOregon State University, Corvallis, USAOregon State University, Corvallis, USAThis study evaluated effects of Positive Action (PA), a school-based social-emotional and character development program, on self-esteem levels and processes among minority, low-income, urban youth. A matched-pair, cluster-randomized controlled trial was conducted in 14 Chicago Public Schools with outcomes assessed longitudinally for a cohort of youth followed from Grades 3 to 8. A total of 1,170 students participated in the study (53% female, 48% African American, and 27% Hispanic). Students in PA schools had more favorable change and endpoint scores on indices of self-esteem in the domains of peer and school and use of both adaptive and (to a lesser extent) maladaptive processes for developing and maintaining self-esteem. These results align with areas of emphasis within the PA program and illustrate how important areas of impact on self-esteem-related outcomes may be overlooked without differentiated assessments of both self-esteem levels and processes.https://doi.org/10.1177/2158244017713238 |
| spellingShingle | Naida Silverthorn David L. DuBois Kendra M. Lewis Amanda Reed Niloofar Bavarian Joseph Day Peter Ji Alan C. Acock Samuel Vuchinich Brian R. Flay Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: A Cluster-Randomized Controlled Trial SAGE Open |
| title | Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: A Cluster-Randomized Controlled Trial |
| title_full | Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: A Cluster-Randomized Controlled Trial |
| title_fullStr | Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: A Cluster-Randomized Controlled Trial |
| title_full_unstemmed | Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: A Cluster-Randomized Controlled Trial |
| title_short | Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: A Cluster-Randomized Controlled Trial |
| title_sort | effects of a school based social emotional and character development program on self esteem levels and processes a cluster randomized controlled trial |
| url | https://doi.org/10.1177/2158244017713238 |
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