Can Social-Emotional Learning Reduce School Dropout in Developing Countries?
An alarming number of students drop out of junior high school in developing countries. In this study, we examine the impacts of providing a social-emotional learning (SEL) program on the dropout behavior and learning anxiety of students in the first two years of junior high. We do so by analyzing da...
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| Veröffentlicht in: | Journal of policy analysis and management 2016-09, Vol.35 (4), p.818-847 |
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| container_title | Journal of policy analysis and management |
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| creator | Wang, Huan Chu, James Loyalka, Prashant Xin, Tao Shi, Yaojiang Qu, Qinghe Yang, Chu |
| description | An alarming number of students drop out of junior high school in developing countries. In this study, we examine the impacts of providing a social-emotional learning (SEL) program on the dropout behavior and learning anxiety of students in the first two years of junior high. We do so by analyzing data from a randomized controlled trial involving 70 junior high schools and 7,495 students in rural China. After eight months, the SEL program reduces dropout by 1.6 percentage points and decreases learning anxiety by 2.3 percentage points. Effects are no longer statistically different from zero after 15 months, perhaps due to decreasing student interest in the program. However, we do find that the program reduces dropout among students at high risk of dropping out (older students and students with friends who have already dropped out), both after eight and 15 months of exposure to the SEL program. |
| doi_str_mv | 10.1002/pam.21915 |
| format | Article |
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In this study, we examine the impacts of providing a social-emotional learning (SEL) program on the dropout behavior and learning anxiety of students in the first two years of junior high. We do so by analyzing data from a randomized controlled trial involving 70 junior high schools and 7,495 students in rural China. After eight months, the SEL program reduces dropout by 1.6 percentage points and decreases learning anxiety by 2.3 percentage points. Effects are no longer statistically different from zero after 15 months, perhaps due to decreasing student interest in the program. However, we do find that the program reduces dropout among students at high risk of dropping out (older students and students with friends who have already dropped out), both after eight and 15 months of exposure to the SEL program.</description><identifier>ISSN: 0276-8739</identifier><identifier>EISSN: 1520-6688</identifier><identifier>DOI: 10.1002/pam.21915</identifier><identifier>CODEN: JPAMD7</identifier><language>eng</language><publisher>Hoboken: Blackwell Publishing Ltd</publisher><subject>Anxiety ; At Risk Students ; China ; Control Groups ; Data analysis ; Developing countries ; Developing Nations ; Dropouts ; Emotional Development ; Foreign Countries ; Junior High School Students ; LDCs ; Learning ; Middle school students ; Program Effectiveness ; Program Evaluation ; Risk ; Rural Areas ; School dropouts ; Schools ; Social & emotional learning ; Social Development ; Statistical Analysis ; Students ; Studies</subject><ispartof>Journal of policy analysis and management, 2016-09, Vol.35 (4), p.818-847</ispartof><rights>Copyright © 2016 Association for Public Policy Analysis and Management</rights><rights>2016 by the Association for Public Policy Analysis and Management</rights><rights>Copyright Wiley Periodicals Inc. Fall 2016</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4455-a8c28a56954f11ecd42d43e7e2afcbcb676c4d3f0674e999b8980bcee4bba7033</citedby><cites>FETCH-LOGICAL-c4455-a8c28a56954f11ecd42d43e7e2afcbcb676c4d3f0674e999b8980bcee4bba7033</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/45105211$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/45105211$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,1417,27866,27924,27925,45574,45575,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1113710$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Wang, Huan</creatorcontrib><creatorcontrib>Chu, James</creatorcontrib><creatorcontrib>Loyalka, Prashant</creatorcontrib><creatorcontrib>Xin, Tao</creatorcontrib><creatorcontrib>Shi, Yaojiang</creatorcontrib><creatorcontrib>Qu, Qinghe</creatorcontrib><creatorcontrib>Yang, Chu</creatorcontrib><title>Can Social-Emotional Learning Reduce School Dropout in Developing Countries?</title><title>Journal of policy analysis and management</title><addtitle>J. Pol. Anal. Manage</addtitle><description>An alarming number of students drop out of junior high school in developing countries. In this study, we examine the impacts of providing a social-emotional learning (SEL) program on the dropout behavior and learning anxiety of students in the first two years of junior high. We do so by analyzing data from a randomized controlled trial involving 70 junior high schools and 7,495 students in rural China. After eight months, the SEL program reduces dropout by 1.6 percentage points and decreases learning anxiety by 2.3 percentage points. Effects are no longer statistically different from zero after 15 months, perhaps due to decreasing student interest in the program. However, we do find that the program reduces dropout among students at high risk of dropping out (older students and students with friends who have already dropped out), both after eight and 15 months of exposure to the SEL program.</description><subject>Anxiety</subject><subject>At Risk Students</subject><subject>China</subject><subject>Control Groups</subject><subject>Data analysis</subject><subject>Developing countries</subject><subject>Developing Nations</subject><subject>Dropouts</subject><subject>Emotional Development</subject><subject>Foreign Countries</subject><subject>Junior High School Students</subject><subject>LDCs</subject><subject>Learning</subject><subject>Middle school students</subject><subject>Program Effectiveness</subject><subject>Program Evaluation</subject><subject>Risk</subject><subject>Rural Areas</subject><subject>School dropouts</subject><subject>Schools</subject><subject>Social & emotional learning</subject><subject>Social Development</subject><subject>Statistical Analysis</subject><subject>Students</subject><subject>Studies</subject><issn>0276-8739</issn><issn>1520-6688</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>7TQ</sourceid><recordid>eNp10MuO0zAYBWALgUQpLHgApEhsYJEZ3y8rNKRlAHUGNAWxtBz3D7ikcbATYN6elKAuRmLlxfl8LB-EnhJ8RjCm5707nFFiiLiHFkRQXEqp9X20wFTJUitmHqJHOe8xxgIbskCbynXFNvrg2nJ9iEOInWuLDbjUhe5rcQO70UOx9d9ibItVin0chyJ0xQp-Qhv7o6ni2A0pQH71GD1oXJvhyb9ziT6_WX-q3pabD5fvqotN6TkXonTaU-2ENII3hIDfcbrjDBRQ1_ja11JJz3eswVJxMMbU2mhcewBe105hxpboxdzbp_hjhDzYQ8ge2tZ1EMdsiWYCM8I5nujzO3QfxzT98agoxYoLIyf1clY-xZwTNLZP4eDSrSXYHne10672766TfTZbSMGf3Po9IYQpcnzxfM5_hRZu_19kP15c3Wnc5yGm0w0uCBZ0al2ics5DHuD3KXfpu5WKKWG_XF_a1evtTXXFrq1mfwDeApqi</recordid><startdate>20160901</startdate><enddate>20160901</enddate><creator>Wang, Huan</creator><creator>Chu, James</creator><creator>Loyalka, Prashant</creator><creator>Xin, Tao</creator><creator>Shi, Yaojiang</creator><creator>Qu, Qinghe</creator><creator>Yang, Chu</creator><general>Blackwell Publishing Ltd</general><general>Wiley Periodicals, Inc</general><general>Wiley-Blackwell</general><general>Wiley Periodicals Inc</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7TQ</scope><scope>8BJ</scope><scope>DHY</scope><scope>DON</scope><scope>FQK</scope><scope>JBE</scope><scope>K9.</scope></search><sort><creationdate>20160901</creationdate><title>Can Social-Emotional Learning Reduce School Dropout in Developing Countries?</title><author>Wang, Huan ; Chu, James ; Loyalka, Prashant ; Xin, Tao ; Shi, Yaojiang ; Qu, Qinghe ; Yang, Chu</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4455-a8c28a56954f11ecd42d43e7e2afcbcb676c4d3f0674e999b8980bcee4bba7033</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Anxiety</topic><topic>At Risk Students</topic><topic>China</topic><topic>Control Groups</topic><topic>Data analysis</topic><topic>Developing countries</topic><topic>Developing Nations</topic><topic>Dropouts</topic><topic>Emotional Development</topic><topic>Foreign Countries</topic><topic>Junior High School Students</topic><topic>LDCs</topic><topic>Learning</topic><topic>Middle school students</topic><topic>Program Effectiveness</topic><topic>Program Evaluation</topic><topic>Risk</topic><topic>Rural Areas</topic><topic>School dropouts</topic><topic>Schools</topic><topic>Social & emotional learning</topic><topic>Social Development</topic><topic>Statistical Analysis</topic><topic>Students</topic><topic>Studies</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Wang, Huan</creatorcontrib><creatorcontrib>Chu, James</creatorcontrib><creatorcontrib>Loyalka, Prashant</creatorcontrib><creatorcontrib>Xin, Tao</creatorcontrib><creatorcontrib>Shi, Yaojiang</creatorcontrib><creatorcontrib>Qu, Qinghe</creatorcontrib><creatorcontrib>Yang, Chu</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>PAIS Index</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>PAIS International</collection><collection>PAIS International (Ovid)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><jtitle>Journal of policy analysis and management</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wang, Huan</au><au>Chu, James</au><au>Loyalka, Prashant</au><au>Xin, Tao</au><au>Shi, Yaojiang</au><au>Qu, Qinghe</au><au>Yang, Chu</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1113710</ericid><atitle>Can Social-Emotional Learning Reduce School Dropout in Developing Countries?</atitle><jtitle>Journal of policy analysis and management</jtitle><addtitle>J. Pol. Anal. Manage</addtitle><date>2016-09-01</date><risdate>2016</risdate><volume>35</volume><issue>4</issue><spage>818</spage><epage>847</epage><pages>818-847</pages><issn>0276-8739</issn><eissn>1520-6688</eissn><coden>JPAMD7</coden><abstract>An alarming number of students drop out of junior high school in developing countries. In this study, we examine the impacts of providing a social-emotional learning (SEL) program on the dropout behavior and learning anxiety of students in the first two years of junior high. We do so by analyzing data from a randomized controlled trial involving 70 junior high schools and 7,495 students in rural China. After eight months, the SEL program reduces dropout by 1.6 percentage points and decreases learning anxiety by 2.3 percentage points. Effects are no longer statistically different from zero after 15 months, perhaps due to decreasing student interest in the program. However, we do find that the program reduces dropout among students at high risk of dropping out (older students and students with friends who have already dropped out), both after eight and 15 months of exposure to the SEL program.</abstract><cop>Hoboken</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1002/pam.21915</doi><tpages>30</tpages></addata></record> |
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| subjects | Anxiety At Risk Students China Control Groups Data analysis Developing countries Developing Nations Dropouts Emotional Development Foreign Countries Junior High School Students LDCs Learning Middle school students Program Effectiveness Program Evaluation Risk Rural Areas School dropouts Schools Social & emotional learning Social Development Statistical Analysis Students Studies |
| title | Can Social-Emotional Learning Reduce School Dropout in Developing Countries? |
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