Outcomes of the Social Competence Program Second Step in Norwegian Elementary Schools

By I. Holsen, Brian H. Smith, Karin S. Frey. 2008

90 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/52f3372f5d6e8e4686dd59b6f317ea10ad2ce159

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Michael Wigelsworth
2. C. Emery
3. Mark T. Greenberg
4. H. Korpershoek
5. K. Tate
6. Jeremy Oldfield
7. I. T. Bokkel
8. A. Scott

In Education

1. Henry M. Levin
2. C. Belfield
3. Michael Wigelsworth
4. C. Emery
5. Mark T. Greenberg
6. H. de Boer
7. H. Korpershoek
8. K. Tate

In Social Psychology

1. Truus Harms
2. C. Emery
3. Mark T. Greenberg
4. H. de Boer
5. M. V. van Kuijk
6. S. Doolaard
7. H. Korpershoek
8. K. Tate

Citations in the corpus

• The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis (2016, methodology): “, 2007; Frey, Nolen, Van Schoiack Edstrom, & Hirschstein, 2005) and in Europe (Holsen et al., 2008).”
• The Economic Value of Social and Emotional Learning (2015, background): “39 Studies have examined a range of effects, including: social competence, school performance, and satisfaction with life (Holsen et al., 2008); positive approach, caring, suppression of aggression, and consideration of others (Cooke et al.”
• A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes (2016, background): “Jennings and DiPrete (2010), for example, found that social and behavioral skills have a positive effect on the growth of academic skills in the early elementary grades.”