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来源类型Publication
Can Social Emotional Learning Programs Reduce School Dropout in Developing Countries?
Huan Wang; James Chu; Prashant Loyalka; Tao Xin; Tao Xin; Yaojiang Shi; Qinghe Qu; Chu Yang
发表日期2016
出版者Journal of Policy Analysis and Management
出版年2016
语种英语
摘要

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.

主题Other
子主题Other ; Societal Context
URLhttps://cepa.stanford.edu/content/can-social-emotional-learning-programs-reduce-school-dropout-developing-countries
来源智库Center for Education Policy Analysis (United States)
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/491734
推荐引用方式
GB/T 7714
Huan Wang,James Chu,Prashant Loyalka,et al. Can Social Emotional Learning Programs Reduce School Dropout in Developing Countries?. 2016.
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