Social-emotional learning intervention effects: the role of universal versus indicated implementation settings

Figures & data

Figure 1. Participant flow chart.

Table 1. Means and standard deviations at pretest and posttest.

	Universal implementation condition						Indicated implementation condition						Control condition
		Pretest		Posttest				Pretest		Posttest				Pretest		Posttest
	n	M	SD	M	SD	p	n	M	SD	M	SD	p	n	M	SD	M	SD	p
Well-being at school (SAQ)
School enjoyment	138	42.00	6.19	43.11	5.27	<.05	47	41.64	6.29	42.49	6.47	.330	127	44.15	4.38	43.72	5.35	.308
Social acceptance	138	41.67	6.47	43.47	5.21	<.001	47	41.70	5.86	42.49	6.14	.373	127	43.24	6.27	42.79	6.34	.287
Relationship with teacher	138	42.70	5.34	43.58	4.69	.060	47	42.43	6.04	43.06	5.32	.439	127	44.45	4.55	43.37	5.52	<.05
Overall well-being at school	138	126.38	15.18	130.16	12.79	<.001	47	125.77	14.71	128.04	13.98	.246	127	131.83	12.45	129.88	13.50	.051
Psychosocial adjustment (TQ)
Prosocial behavior	127	34.26	4.08	35.70	3.74	<.001	55	34.34	3.97	36.03	4.01	<.01	139	35.28	3.50	35.33	3.73	.886
Depressed mood	127	16.76	4.40	14.53	3.67	<.001	55	17.41	4.69	14.60	3.87	<.01	139	16.14	4.42	15.19	4.28	<.01
Disruptive behavior	127	13.29	3.38	12.92	3.08	.093	55	13.68	4.19	12.95	3.58	.246	139	12.84	2.55	13.06	2.83	.278
Self-esteem	127	33.79	4.29	35.88	3.06	<.001	54	34.24	4.04	37.19	2.66	<.001	139	34.14	3.98	34.93	4.28	<.05
Narcissism	127	20.39	5.33	20.38	5.10	.985	54	21.19	5.48	21.71	4.87	.462	139	19.90	5.89	19.16	5.22	.100
Negative intentions	122	11.24	1.98	11.10	2.33	.489	54	11.63	3.73	10.69	1.83	.092	137	10.09	0.52	10.99	1.91	<.001

SAQ: School Attitude Questionnaire; TQ: Topper Questionnaire.

Table 2. Correlations at pretest (above diagonal) and posttest (below diagonal) between outcome variables.

	1.	2.	3.	4.	5.	6.	7.	8.	9.	10.
1. School enjoyment	–	.516**	.652**	.867**	.200**	−.261**	−.279**	.125**	.013	−.130**
2. Social acceptance	.470**	–	.427**	.804**	.151**	−.473**	−.095*	.259**	.010	−.033
3. Relationship with teacher	.640**	.311**	–	.815**	.158**	−.190**	−.235**	.133**	−.075	−.140**
4. Overall well-being at school	.870**	.756**	.790**	–	.205**	−.383**	−.240**	.213**	−.018	−.118*
5. Prosocial behavior	.180**	.251**	.176**	.252**	–	−.332**	−.379**	.410**	.192**	−.199**
6. Depressed mood	−.293**	−.584**	−.109	−.417**	−.317**	–	.282**	−.677**	−.017	.211*
7. Disruptive behavior	−.332**	−.147*	−.472**	−.367**	−323**	.193**	–	−.246**	.137**	.562**
8. Self-esteem	.129*	.263**	.080	.198**	.287**	−.542**	−.146**	–	.192**	−.118*
9. Narcissism	−.031	.053	−.111	−.032	.142*	.001	.070	.185**	–	.121*
10. Negative intentions	−.222**	.014	−.238**	−.179**	−.153**	.069	.349**	−.068	.132*	–

Note. Grayscale correlations are correlations between subscales from the same instrument. *p < .05, **p < .01.

Figure 2. Effect sizes (Cohen’s d) for pretest-posttest changes in the experimental groups. Note. Universal implementation condition indicated with striped bars; indicated implementation condition indicated with dotted bars. Asterisks indicate significant differences between the experimental group and the control group.

Table 3. Changes in the universal intervention condition and the indicated intervention condition compared to the control condition and each other.

	Universal vs. control^a			Indicated vs. control^a			Universal vs. indicated^a
	B	SE	d	B	SE	d	B	SE	F (df1, df2)	p
School climate (SAQ)
School enjoyment	.56	.76	.28	.25	.80	.26	−.31	.76	.43 (2, 312)	.65
Social acceptance	1.77**	.62	.35	.83	.82	.20	−.94	.78	4.10 (2, 312)	<.05
Relationship with teacher	1.31*	.62	.39	.83	.82	.34	−.48	.78	2.24 (2, 312)	.11
Overall well-being at school	3.64*	1.46	.41	1.91	1.92	.32	−1.73	1.83	3.13 (2, 312)	<.05
Psychosocial adjustment (TQ)
Prosocial behavior	.68	.47	.37	.92	.58	.45	.24	.57	1.61 (2, 321)	.20
Depressed mood	−1.08*	.46	.27	−1.33*	.58	.41	−.24	.67	3.72 (2, 321)	<.05
Disruptive behavior	−.32	.32	.20	−.38	.41	.31	−.06	.39	.63 (2, 231)	.53
Self-esteem	1.29**	.44	.31	2.19***	.55	.54	.90	.54	8.80 (2, 320)	<.001
Narcissism	.46	.58	.13	1.43^#	.73	.22	.97	.71	1.90 (2, 320)	.15
Negative intentions	−.38	.27	.74	−.77*	34	.91	−.39	.33	2.67 (2, 313)	.07

SAQ: School Attitude Questionnaire; TQ: Topper Questionnaire; B: mean difference between conditions; d: Cohen’s d effect size.

^#p < .08, *p < .05, **p < .01, ***p < .001.

^aSuperscripts indicate the reference group.

Data availability statement

The data that support the findings of this study are available from the corresponding author, BM, upon reasonable request.