Evidence map›Paper›PMID 33731978›Full record

ArticleEarly education and development2021

Socio-Emotional Learning among Low-Income Prekindergarteners: The Roles of Individual Factors and Early Intervention.

Christina F Mondi, Arthur J Reynolds

Open access · greenAbstract read
In one paragraph

Article in Early education and development, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
4.2field-weighted citation impact, top 5% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 18 citations in OpenAlex.

  1. Trial
  2. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors at 2 institutions in 1 country.

Christina F MondiInstitute of Child Development, University of Minnesota - Twin Cities.
Arthur J ReynoldsInstitute of Child Development, University of Minnesota - Twin Cities.
Twin Cities Orthopedics · USUniversity of Minnesota · US

Funding

Longitudinal Effects of Extended Early Childhood InterventionR01HD034294 · NICHD · UNIVERSITY OF WISCONSIN MADISON · PI REYNOLDS, ARTHUR J · 2000 to 2020
$9.7M
NICHD NIH HHS R01 HD034294
6 · The paper itself

Abstract

RESEARCH

findingsPrevious research has indicated that low-income children are at increased risk for socio-emotional problems, which may contribute to socioeconomic disparities in wellbeing and academic achievement. The present study examines socio-emotional learning (SEL) across the prekindergarten year in a low-income, racially and ethnically diverse sample of Chicago Public School students ( PRACTICE AND POLICY IMPLICATIONS: Multicomponent, school-based early intervention programs (e.g., CPC) have the potential to promote SEL among at-risk populations.

Identifiers

PMID33731978
PMCPMC7959114
OpenAlexW3037809188

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.