This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.

http://explorefhp.com/wp-content/uploads/2013/03/Durlak-Weissberg-Child-Development-Meta-Analysis.pdf

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions

Statistical Analysis With Missing Data (2nd ed.) (Book)

The dynamics of proactivity at work

http://www.essencecoaching.com/wp-content/uploads/2009/09/Life-designing-a-paradigm-for-career-construction-in-the-21st-century-Savickas-et-al.pdf

Life designing: A paradigm for career construction in the 21st century

Resilience in Development: A Synthesis of Research across Five Decades

Puzzled by the gap between academic attainment and academic possible selves (APSs) among low-income and minority teens, the authors hypothesized that APSs alone are not enough unless linked with plausible strategies, made to feel like "true" selves and connected with social identity. A brief intervention to link APSs with strategies, create a context in which social and personal identities felt congruent, and change the meaning associated with difficulty in pursuing APSs (n = 141 experimental, n = 123 control low-income 8th graders) increased success in moving toward APS goals: academic initiative, standardized test scores, and grades improved; and depression, absences, and in-school misbehavior declined. Effects were sustained over a 2-year follow-up and were mediated by change in possible selves.

/pdf/possible-selves-and-academic-outcomes-how-and-when-possible-53b2zs6ruh.pdf

Possible selves and academic outcomes: How and when possible selves impel action.

https://dornsife.usc.edu/assets/sites/782/docs/possible_selves_as_roadmaps.pdf

Possible selves as roadmaps

https://deepblue.lib.umich.edu/bitstream/handle/2027.42/89945/oyserman__terry__bybee__2002.pdf?sequence=1

A possible selves intervention to enhance school involvement.

We studied the influence of three components of racial-ethnic identity (REI) on school involvement (including possible selves) in middle school with an African-American, low-income, urban sample. We explored the impact of one REI component, “awareness of racism,” and we hypothesized that the nature of the effect oftheother two components—positive ingroup “connectedness” and “embedded achievement”—would differ by gender because they offset gender differences in agency and relatedness. We developed a measure of REI (pilot N=139) and examined change in involvement over the eighth-grade year (study N=101) using hierarchical regression. For boys, the “connectedness” component of REI predicted improved grades, increased study time, better attendance, and more numerous strategies to attain academic possible selves; for girls, the “embedded achievement” component of REI predicted improvement in grades. Youth high in all three elements of REI became more concerned about school.

/pdf/gendered-racial-identity-and-involvement-with-school-qy2ykyogbf.pdf

Kathy Terry

Papers

Possible selves and academic outcomes: How and when possible selves impel action.

Possible selves as roadmaps

A possible selves intervention to enhance school involvement.

Gendered Racial Identity and Involvement with School