Most reviewed SEL studies did not test diversity characteristics as moderators, and those that did found inconsistent moderation effects¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most studies did not test for moderating effects of diversity characteristics on SEL program outcomes. → Rowe 2018 q2 i? Studies that did test moderation found inconsistent effects across diversity characteristics. → Rowe 2018

Evidence¶

Rowe 2018¶

Rowe, H. L., & Trickett, E. J. (2018). Student Diversity Representation and Reporting in Universal School-Based Social and Emotional Learning Programs: Implications for Generalizability. Educational Psychology Review. https://doi.org/10.1007/s10648-017-9425-3

q2 · i? · review · r?

The review reports that "Most studies did not test for moderating effects" of student demographic characteristics on program outcomes, and that the studies conducting such tests "found inconsistent effects across diversity characteristics." No pooled effect size is printed.

"Most studies did not test for moderating effects, but those that did found inconsistent effects across diversity characteristics."

Discussion¶

Related Claims¶

• Demographic diversity characteristics are inconsistently reported across published universal school-based SEL intervention evaluations — related
• Program and delivery characteristics moderate SEL effects: implementation quality, duration, skill practice, and delivery agent — related
• Moderation analyses in reviewed SEL evaluations often lacked conceptual or empirical justification from prior literature or hypotheses — related
• Too few studies exist to draw robust conclusions on moderating factors (age, gender, screen size, dosage, SAMR-based activities) or on whether benefits persist beyond the post-test — related
• Social skills are positively related only to evidence elicitation quality, with inconsistent support across studies — related