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The effect of program implementation quality on the social-emotional learning and negative mental health of urban middle school students in the MOSAIC intervention

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TitleInfo
Title
The effect of program implementation quality on the social-emotional learning and negative mental health of urban middle school students in the MOSAIC intervention
Name (type = personal)
NamePart (type = family)
Linsky
NamePart (type = given)
Arielle Claire Vanpee
NamePart (type = date)
1987-
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Arielle Claire Vanpee Linsky
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RoleTerm (authority = RULIB)
author
Name (type = personal)
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Elias
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Maurice J
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Maurice J Elias
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Advisory Committee
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chair
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Leyro
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Teresa
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Teresa Leyro
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Advisory Committee
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internal member
Name (type = personal)
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Chu
NamePart (type = given)
Brian
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Brian Chu
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Advisory Committee
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internal member
Name (type = personal)
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Gregory
NamePart (type = given)
Anne
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Anne Gregory
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Advisory Committee
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outside member
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Rutgers University
Role
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degree grantor
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School of Graduate Studies
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school
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Text
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theses
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ETD doctoral
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2020
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2020-10
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2020
Language
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English
Abstract (type = abstract)
Social-emotional and character development (SECD) programs promote the development of youth’s social-emotional skills (e.g., empathy) and cultivation of pro-social character virtues (e.g., gratitude). When provided universally within the school context, these interventions have been shown to increase students’ social-emotional learning (SEL) and decrease emotional distress. Higher levels of program implementation have been associated with more positive student outcomes. The acquisition of SEL has been hypothesized as a pathway between intervention and mental health outcomes. However, the majority of research has been conducted in schools serving predominantly middle-class and White students.

The current study sought to address this gap by evaluating the association of program implementation quality and student outcomes in an SECD intervention (“MOSAIC”) in three urban middle schools. Participants were 6-8th grade students, predominantly students of color from low-income households, who attended an intervention school for two years (n = 308). Utilizing multilevel modeling, program implementation quality was tested as a predictor of teacher-rated SEL and self-reported negative mental health in Year 1 and Year 2 of the MOSAIC intervention. Teacher-rated SEL was also tested as a mediator of program implementation quality and student negative mental health.

Program implementation quality was found to significantly predict student negative mental health in Year 2, such that students with stronger implementation quality presented with less mental health problems. Program implementation quality did not predict SEL in Year 1 or 2. SEL was not a significant mediator between program implementation quality and negative mental health. However, post-hoc analysis revealed that Fall SEL was a significant moderator of program implementation quality in predicting student negative mental health in Year 2. Students with higher SEL at the start of the year appeared to benefit more from high quality program implementation, resulting in fewer mental health problems at the end of the year.

These findings suggest that in the urban middle school setting, high quality implementation of SECD interventions is positively associated with student mental health outcomes. Results also illuminate the complexity of implementation and measurement in this setting and the need for a context-specific approach for future research in this area.
Subject (authority = local)
Topic
Social-emotional learning
Subject (authority = RUETD)
Topic
Psychology
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Title
Rutgers University Electronic Theses and Dissertations
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ETD_10125
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application/pdf
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text/xml
Extent
1 online resource (vii, 81 pages) : illustrations
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
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School of Graduate Studies Electronic Theses and Dissertations
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rucore10001600001
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Identifier (type = doi)
doi:10.7282/t3-zjkf-6j60
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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Linsky
GivenName
Arielle
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Permission or license
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2019-09-02 14:55:17
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Arielle Linsky
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Affiliation
Rutgers University. School of Graduate Studies
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
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Copyright protected
Availability
Status
Open
Reason
Permission or license
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2020-08-07T15:31:37
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