Social and emotional learning programs for adolescents

Future of Children

Volumn 27, Issue 1, 2017, Pages 73-94

  Yeager, David S ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ADULT; CHILD; CLIMATE; EYE; HUMAN; HUMAN EXPERIMENT; LEARNING; MALE; MOTIVATION; PUBERTY; SKILL; SOCIAL LIFE; TEACHING;

EID: 85028297027     PISSN: 10548289     EISSN: 15501558     Source Type: Journal    
DOI: 10.1353/foc.2017.0004     Document Type: Article

References (113)

1. Albert Reijntjes et al., “Peer Victimization and Internalizing Problems in Children: A Meta-Analysis of Longitudinal Studies,” Child Abuse & Neglect 34 (2010): 244-52, doi: 10.1016/j.chiabu.2009.07.009;
2. Albert Reijntjes et al., “Prospective Linkages between Peer Victimization and Externalizing Problems in Children: A Meta-Analysis,” Aggressive Behavior 37 (2011): 215-22, doi: 10.1002/ab.20374.
3. Jason A. Okonofua, Gregory M. Walton, and Jennifer L. Eberhardt, “A Vicious Cycle: A Social-Psychological Account of Extreme Racial Disparities in School Discipline,” Perspectives on Psychological Science (forthcoming).
4. James J. Heckman, John Eric Humphries, and Tim Kautz, The Myth of Achievement Tests: The GED and the Role of Character in American Life (Chicago: University of Chicago Press, 2014).
5. Sarah-Jayne Blakemore and Kathryn L. Mills, “Is Adolescence a Sensitive Period for Sociocultural Processing?" Annual Review of Psychology 65 (2014): 187-207, doi: 10.1146/annurev-psych-010213-115202;
6. Eveline A. Crone and Ronald E. Dahl, “Understanding Adolescence as a Period of Social-Affective Engagement and Goal Flexibility,” Nature Reviews Neuroscience 13 (2012): 636-50, doi: 10.1038/nrn3313.
7. Catherine Sebastian et al., “Social Brain Development and the Affective Consequences of Ostracism in Adolescence,” Brain and Cognition 72 (2010): 134-45, doi: 10.1016/j.bandc.2009.06.008;
8. Barbara R. Braams et al., “Longitudinal Changes in Adolescent Risk-Taking: A Comprehensive Study of Neural Responses to Rewards, Pubertal Development, and Risk-Taking Behavior,” Journal of Neuroscience 35 (2015): 7226-38, doi: 10.1523/JNEUROSCI.4764-14.2015;
9. Jason Chein et al., “Peers Increase Adolescent Risk Taking by Enhancing Activity in the Brain’s Reward Circuitry,” Developmental Science 14 (2011): 1-10, doi: 10.1111/j.1467-7687.2010.01035.x.
10. Martin D. Ruck, Rona Abramovitch, and Daniel P. Keating, “Children’s and Adolescents’ Understanding of Rights: Balancing Nurturance and Self-Determination,” Child Development 69 (1998): 404-17, doi: 10.1111/j.1467-8624.1998.tb06198.x.
11. Joseph P. Allen et al., “Preventing Teen Pregnancy and Academic Failure: Experimental Evaluation of a Developmentally Based Approach,” Child Development 64 (1997): 729-42, doi: 10.1111/j.1467-8624.1997.tb04233.x;
12. Sara B. Heller et al., “Thinking, Fast and Slow? Some Field Experiments to Reduce Crime and Dropout in Chicago,” working paper no. 21178, National Bureau of Economic Research, Cambridge, MA, 2015;
13. David S. Yeager et al., “The Far-Reaching Effects of Believing People Can Change: Implicit Theories of Personality Shape Stress, Health, and Achievement during Adolescence,” Journal of Personality and Social Psychology 106 (2014): 867-84, doi: 10.1037/a0036335;
14. David S. Yeager et al., “Boring but Important: A Self-Transcendent Purpose for Learning Fosters Academic Self-Regulation,” Journal of Personality and Social Psychology 107 (2014): 559-80, doi: 10.1037/a0037637.
15. Heller et al., “Thinking, Fast and Slow?"
16. Sarah E. Anderson, Gerard E. Dallal, and Aviva Must, “Relative Weight and Race Influence Average Age at Menarche: Results from Two Nationally Representative Surveys of US Girls Studied 25 Years Apart,” Pediatrics 111 (2003): 844-50.
17. Blakemore and Mills, “Sensitive Period”;
18. Crone and Dahl, “Understanding Adolescence”;
19. Bruce J. Ellis et al., “The Evolutionary Basis of Risky Adolescent Behavior: Implications for Science, Policy, and Practice,” Developmental Psychology 48 (2012): 598-623, doi: 10.1037/a0026220.
20. Dianna Murray-Close, “Psychophysiology of Adolescent Peer Relations I: Theory and Research Findings,” Journal of Research on Adolescence 23 (2013): 236-59, doi: 10.1111/j.1532-7795.2012.00828.x;
21. Jiska S. Peper and Ronald E. Dahl, “The Teenage Brain: Surging Hormones-Brain-Behavior Interactions during Puberty,” Current Directions in Psychological Science 22 (2013): 134-39, doi: 10.1177/0963721412473755.
22. Christoph Eisenegger, Johannes Haushofer, and Ernst Fehr, “The Role of Testosterone in Social Interaction,” Trends in Cognitive Sciences 15 (2011): 263-71, doi: 10.1016/j.tics.2011.04.008;
23. David Terburg and Jack van Honk, “Approach-Avoidance versus Dominance-Submissiveness: A Multilevel Neural Framework on How Testosterone Promotes Social Status,” Emotion Review 5 (2013): 296-302, doi: 10.1177/1754073913477510.
24. Richard Rowe et al., “Testosterone, Antisocial Behavior, and Social Dominance in Boys: Pubertal Development and Biosocial Interaction,” Biological Psychiatry 55 (2004): 546-52, doi: 10.1016/j.biopsych.2003.10.010.
25. National Research Council, Committee on the Science of Adolescence, and Institute of Medicine, The Science of Adolescent Risk-Taking Workshop Report (Washington, DC: National Academies Press, 2011), 48.
26. Elizabeth A. Gunderson et al., “Parent Praise to 1-to 3-Year-Olds Predicts Children’s Motivational Frameworks 5 Years Later,” Child Development 84 (September 2013): 1526-41, doi: 10.1111/cdev.12064.
27. Helen B. Chin et al., “The Effectiveness of Group-Based Comprehensive Risk-Reduction and Abstinence Education Interventions to Prevent or Reduce the Risk of Adolescent Pregnancy, Human Immunodeficiency Virus, and Sexually Transmitted Infections,” American Journal of Preventive Medicine 42 (March 2012): 272-94, doi: 10.1016/j.amepre.2011.11.006;
28. Pamela K. Kohler, Lisa E. Manhart, and William E. Lafferty, “Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy,” Journal of Adolescent Health 42 (April 2008): 344-51, doi: 10.1016/j.jadohealth.2007.08.026.
29. Allen et al., “Preventing Teen Pregnancy.”
30. Joseph P. Allen et al., “Programmatic Prevention of Adolescent Problem Behaviors: The Role of Autonomy, Relatedness, and Volunteer Service in the Teen Outreach Program,” American Journal of Community Psychology 22 (1994): 595-615, doi: 10.1007/BF02506896.
31. Núria Rodríguez-Planas, “Longer-Term Impacts of Mentoring, Educational Services, and Learning Incentives: Evidence from a Randomized Trial in the United States,” American Economic Journal: Applied Economics 4, no. 4 (2012): 121-39.
32. Núria Rodríguez-Planas, “Longer-Term Impacts of Mentoring, Educational Services, and Learning Incentives: Evidence from a Randomized Trial in the United States,” American Economic Journal: Applied Economics 4, no. 4 (2012): 121-39.
33. Heller et al., “Thinking, Fast and Slow?"
34. Anthony Biglan et al., “A Randomised Controlled Trial of a Community Intervention to Prevent Adolescent Tobacco Use,” Tobacco Control 9 (2000): 24-32, doi: 10.1136/tc.9.1.24.
35. Matthew C. Farrelly et al., “Evidence of a Dose-Response Relationship between ‘Truth’ Antismoking Ads and Youth Smoking Prevalence,” American Journal of Public Health 95 (2005): 425-31, doi: 10.2105/AJPH.2004.049692.
36. Matthew C. Farrelly et al., “Evidence of a Dose-Response Relationship between ‘Truth’ Antismoking Ads and Youth Smoking Prevalence,” American Journal of Public Health 95 (2005): 425-31, doi: 10.2105/AJPH.2004.049692.;
37. Matthew C. Farrelly et al., “The Influence of the National truth® Campaign on Smoking Initiation,” American Journal of Preventive Medicine 36 (May 2009): 379-84, doi: 10.1016/j.amepre.2009.01.019.
38. Robert S. Festa et al., “Therapeutic Adherence to Oral Medication Regimens by Adolescents with Cancer. I. Laboratory Assessment,” Journal of Pediatrics 120 (1992): 807-11, doi: 10.1016/S0022-3476(05)80256-2.
39. Robert N. Jamison, Susan Lewis, and Thomas G. Burish, “Cooperation with Treatment in Adolescent Cancer Patients,” Journal of Adolescent Health Care 7 (1986): 162-67, doi: 10.1016/S0197-0070(86)80032-8.
40. Pamela M. Kato et al., “A Video Game Improves Behavioral Outcomes in Adolescents and Young Adults with Cancer: A Randomized Trial,” Pediatrics 122 (August 1, 2008): e305-e317, doi: 10.1542/peds.2007-3134.
41. Pamela M. Kato et al., “A Video Game Improves Behavioral Outcomes in Adolescents and Young Adults with Cancer: A Randomized Trial,” Pediatrics 122 (August 1, 2008): e305-17, doi: 10.1542/peds.2007-3134.
42. James J. Heckman and Tim Kautz, “Fostering and Measuring Skills: Interventions That Improve Character and Cognition,” working paper no. 7750, National Bureau of Economic Research, Cambridge, MA, 2013, 35.
43. Laurence Steinberg, “How to Improve the Health of American Adolescents,” Perspectives on Psychological Science 10 (2015): 711-15, doi: 10.1177/1745691615598510 [quote, 711].
44. Joseph A. Durlak et al., “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions,” Child Development 82 (2011): 405-32, doi: 10.1111/j.1467-8624.2010.01564.x.
45. Eric Stice, Heather Shaw, and C. Nathan Marti, “A Meta-Analytic Review of Obesity Prevention Programs for Children and Adolescents: The Skinny on Interventions That Work,” Psychological Bulletin 132 (2006): 667-91, doi: 10.1037/0033-2909.132.5.667.
46. Eric Stice et al., “A Meta-Analytic Review of Depression Prevention Programs for Children and Adolescents: Factors That Predict Magnitude of Intervention Effects,” Journal of Consulting and Clinical Psychology 77 (2009): 486-503, doi: 10.1037/a0015168.
47. Craig S. Schwalbe et al., “A Meta-Analysis of Experimental Studies of Diversion Programs for Juvenile Offenders,” Clinical Psychology Review 32 (2012): 26-33, doi: 10.1016/j.cpr.2011.10.002.
48. Michael J. Karcher, “The Study of Mentoring in the Learning Environment (SMILE): A Randomized Evaluation of the Effectiveness of School-Based Mentoring,” Prevention Science 9 (June 2008): 99-113, doi: 10.1007/s11121-008-0083-z.
49. David Scott Yeager et al., “Declines in Efficacy of Anti-Bullying Programs among Older Adolescents: Theory and a Three-Level Meta-Analysis,” Journal of Applied Developmental Psychology 37 (2015): 36-51, doi: 10.1016/j.appdev.2014.11.005.
50. Kenneth A. Dodge et al., “Impact of Early Intervention on Psychopathology, Crime, and Well-Being at Age 25,” American Journal of Psychiatry 172 (January 2015): 59-70, doi: 10.1176/appi.ajp.2014.13060786.
51. Heckman and Kautz, “Fostering and Measuring Skills.”
52. Stice et al., “Depression Prevention Programs”;
53. Stice, Shaw, and Marti, “Obesity Prevention Programs.”
54. Biglan et al., “Randomised Controlled Trial”;
55. Judith Gordon, Anthony Biglan, and Keith Smolkowski, “The Impact on Tobacco Use of Branded Youth Anti-Tobacco Activities and Family Communications about Tobacco,” Prevention Science 9 (2008): 73-87, doi: 10.1007/s11121-008-0089-6;
56. Magdalena Kulesza et al., “Brief Alcohol Intervention for College Drinkers: How Brief Is It?" Addictive Behaviors 35 (July 2010): 730-3, doi: 10.1016/j.addbeh.2010.03.011.
57. Valerie F. Reyna and Frank Farley, “Risk and Rationality in Adolescent Decision Making: Implications for Theory, Practice, and Public Policy,” Psychological Science in the Public Interest 7 (2006): 1-44, doi: 10.1111/j.1529-1006.2006.00026.x.
58. Crone and Dahl, “Understanding Adolescence”;
59. Blakemore and Mills, “Sensitive Period”;
60. B. J. Casey, “Beyond Simple Models of Self-Control to Circuit-Based Accounts of Adolescent Behavior,” Annual Review of Psychology 66 (2015): 295-319, doi: 10.1146/annurev-psych-010814-015156.
61. Meanne Chan, Gregory E. Miller, and Edith Chen, “Early Life Socioeconomic Status and Metabolic Outcomes in Adolescents: The Role of Implicit Affect about One’s Family,” Health Psychology 35 (2016): 387-96, doi: 10.1037/hea0000308.
62. Meanne Chan, Gregory E. Miller, and Edith Chen, “Early Life Socioeconomic Status and Metabolic Outcomes in Adolescents: The Role of Implicit Affect about One’s Family,” Health Psychology 35 (2016): 387-96, doi: 10.1037/hea0000308.
63. David S. Yeager, Hae Yeon Lee, and Jeremy P. Jamieson, “How to Improve Adolescent Stress Responses: Insights from Integrating Implicit Theories of Personality and Biopsychosocial Models,” Psychological Science 27 (2016): 1078-91, doi: 10.1177/0956797616649604.
64. Clayton R. Cook et al., “Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-Analytic Investigation,” School Psychology Quarterly 25 (2010): 65-83, doi: 10.1037/a0020149.
65. Blakemore and Mills, “Sensitive Period”;
66. Crone and Dahl, “Understanding Adolescence”;
67. Peper and Dahl, “Teenage Brain”;
68. Steinberg, Age of Opportunity.
69. Kyung Hwa Lee et al., “Neural Responses to Maternal Criticism in Healthy Youth,” Social Cognitive and Affective Neuroscience 10, no. 7 (October 22, 2014): 902-12, doi: 10.1093/scan/nsu133.
70. Steven W. Cole, Daniel J. Yoo, and Brian Knutson, “Interactivity and Reward-Related Neural Activation during a Serious Videogame,” PLoS One 7, no. 3 (2012): e33909.
71. Eva H. Telzer, “Dopaminergic Reward Sensitivity Can Promote Adolescent Health: A New Perspective on the Mechanism of Ventral Striatum Activation,” Developmental Cognitive Neuroscience 17 (2016): 57-67, doi: 10.1016/j.dcn.2015.10.010.
72. William Damon, Jenni Menon, and Kendall Cotton Bronk, “The Development of Purpose During Adolescence,” Applied Developmental Science 7 (July 1, 2003): 119-28, doi: 10.1207/S1532480XADS0703_2;
73. Jacquelynne S. Eccles and Allan Wigfield, “Motivational Beliefs, Values, and Goals,” Annual Review of Psychology 53 (2002): 109-32, doi: 10.1146/annurev.psych.53.100901.135153;
74. Yeager et al., “Boring but Important.”
75. Eva H. Telzer et al., “Neural Sensitivity to Eudaimonic and Hedonic Rewards Differentially Predict Adolescent Depressive Symptoms over Time,” Proceedings of the National Academy of Sciences 111 (2014): 6600-5, doi: 10.1073/pnas.1323014111.
76. Thomas N. Robinson, “Save the World, Prevent Obesity: Piggybacking on Existing Social and Ideological Movements,” Obesity 18 (2010): S17-22, doi: 10.1038/oby.2009.427.
77. Christoph Eisenegger et al., “Prejudice and Truth about the Effect of Testosterone on Human Bargaining Behaviour,” Nature 463, no. 7279 (2010): 356-59, doi: 10.1038/nature08711.
78. Yeager et al., “Boring but Important”;
79. David S. Yeager and Matthew J. Bundick, “The Role of Purposeful Work Goals in Promoting Meaning in Life and in Schoolwork during Adolescence,” Journal of Adolescent Research 24, (2009): 423-52, doi: 10.1177/0743558409336749.
80. Yeager et al., “Boring but Important.”
81. Yeager et al., “Boring but Important.”.
82. Joshua M. Aronson, Carrie B. Fried, and Catherine Good, “Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence,” Journal of Experimental Social Psychology 38 (March 2002): 113-25, doi: 10.1006/jesp.2001.1491;
83. Gregory M. Walton, “The New Science of Wise Psychological Interventions,” Current Directions in Psychological Science 23 (2014): 73-82, doi: 10.1177/0963721413512856;
84. David S. Yeager and Gregory M. Walton, “Social-Psychological Interventions in Education: They’re Not Magic,” Review of Educational Research 81 (2011): 267-301, doi: 10.3102/0034654311405999.
85. Yeager et al., “Boring but Important.”
86. David Paunesku et al., “Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement,” Psychological Science 26 (2015): 284-93, doi: 10.1177/0956797615571017.
87. Christopher J. Bryan et al., “Harnessing Adolescent Values to Motivate Healthier Eating,” Proceedings of the National Academy of Sciences of the United States of America 113 (2016): 10830-35, doi: 10.1073/pnas.1604586113.
88. Michael Moss, Salt Sugar Fat: How the Food Giants Hooked Us (New York: Random House, 2013).
89. Thomas W. Valente et al., “Peer Acceleration: Effects of a Social Network Tailored Substance Abuse Prevention Program among High-Risk Adolescents,” Addiction 102 (2007): 1804-15, doi: 10.1111/j.1360-0443.2007.01992.x.
90. Kurt Lewin, Ronald Lippitt, and Ralph K. White, “Patterns of Aggressive Behavior in Experimentally Created ‘Social Climates,'" Journal of Social Psychology 10 (1939): 269-99, doi: 10.1080/00224545.1939.9713366.
91. Kurt Lewin, Ronald Lippitt, and Ralph K. White, “Patterns of Aggressive Behavior in Experimentally Created ‘Social Climates,'" Journal of Social Psychology 10 (1939): 269-99, doi: 10.1080/00224545.1939.9713366.
92. Anne Gregory et al., “The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline,” Journal of Educational and Psychological Consultation 25 (2014): 1-29, doi: 10.1080/10474412.2014.929950;
93. Schwalbe et al., “Meta-Analysis of Experimental Studies.”
94. Anne Gregory et al., “Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice,” School Psychology Review 45 (2016): 171-91, doi: 10.17105/SPR45-2.171-191.
95. Jason A. Okonofua, David Paunesku, and Gregory M. Walton, “A Brief Intervention to Encourage Empathic Discipline Cuts Suspension Rates in Half among Adolescents,” Proceedings of the National Academy of Sciences of the United States of America (forthcoming).
96. Valerie Purdie-Vaughns et al., “Social Identity Contingencies: How Diversity Cues Signal Threat or Safety for African Americans in Mainstream Institutions,” Journal of Personality and Social Psychology 94 (2008): 615-30, doi: 10.1037/0022-3514.94.4.615;
97. Margaret Beale Spencer, “Phenomenology and Ecological Systems Theory: Development of Diverse Groups,” in Handbook of Child Psychology, vol. 1, Theoretical Models of Human Development, ed. W. Damon and Richard M. Lerner, 6th ed. (New York: Wiley & Sons, 2006), 829-93;
98. Tom R. Tyler and Steven L. Blader, “The Group Engagement Model: Procedural Justice, Social Identity, and Cooperative Behavior,” Personality and Social Psychology Review 7 (2003): 349-61, doi: 10.1207/S15327957PSPR0704_07;
99. David S. Yeager and Carol S. Dweck, “Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed,” Educational Psychologist 47 (2012): 302-14, doi: 10.1080/00461520.2012.722805.
100. Yeager and Dweck, “Mindsets That Promote Resilience.”
101. Yeager et al., “Far-Reaching Effects”;
102. David S. Yeager et al., “Implicit Theories of Personality and Attributions of Hostile Intent: A Meta-Analysis, an Experiment, and a Longitudinal Intervention,” Child Development 84 (2013): 1651-67, doi: 10.1111/cdev.12062;
103. David S. Yeager et al., “Adolescents’ Implicit Theories Predict Desire for Vengeance after Peer Conflicts: Correlational and Experimental Evidence,” Developmental Psychology 47 (2011): 1090-107, doi: 10.1037/a0023769.
104. Yeager et al., “Far-Reaching Effects”;
105. Yeager, Lee, and Jamieson, “How to Improve.”
106. Yeager, Lee, and Jamieson, “How to Improve.”
107. Yeager et al., “Desire for Vengeance.”
108. Yeager et al., “Implicit Theories of Personality”;
109. Walton, “New Science.”
110. Kipling D. Williams and Blair Jarvis, “Cyberball: A Program for Use in Research on Interpersonal Ostracism and Acceptance,” Behavior Research Methods, Instruments, and Computers 38 (2006): 174-80, doi: 10.3758/BF03192765;
111. Kipling D. Williams et al., “Cyberball (version 4.0) [Software],” 2012.
112. Joel D. Lieberman et al., “A Hot New Way to Measure Aggression: Hot Sauce Allocation,” Aggressive Behavior 25 (1999): 331-48.
113. Daniel Lapsley and David Yeager, “Moral-Character Education,” in Handbook of Psychology, vol. 7, Educational Psychology, ed. Irving B. Weiner, 2nd. ed. (New York: Wiley, 2012), 117-46.