SynthesisFrontiers in psychology2022
The effectiveness of Promoting Alternative Thinking Strategies program: A meta-analysis.
Synthesis in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 2 of them syntheses that pooled 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.
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.
Who cites it
5 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- The impact of social-emotional learning interventions on teacher well-being: a meta-analysis.BMC psychology · 2026Pooled it
- Effective Components of Social Emotional Learning Programs: A Meta-analysis.Journal of youth and adolescence · 2024Pooled it
- Opportunities to Improve the Implementation of Relational Health Interventions for Children and Families: A Secondary Analysis of a Scoping Review.Clinical child and family psychology review · 2026Article
- Building health-promoting school environments: a longitudinal qualitative study of the Explo'Santé program in France.Frontiers in public health · 2026Article
- Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective.European journal of investigation in health, psychology and education · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Promoting Alternative Thinking Strategies (PATHS) is a widely-used social emotional learning program for preschool and elementary school students. The purpose of this review is to examine its effects, and explore the moderation effects of methodological and implementation features on intervention effectiveness. Using stringent inclusion criteria, 20 qualified studies and 177 effect sizes involving 30,454 participants were included. Results showed that the overall effect size of PATHS was 0.11. In particular, the effect size of PATHS on social emotional skills (ES = 0.16) was the largest compared with other outcome domains, including attitude or relations (ES = 0.08), emotional well-being (ES = 0.02), prosocial behaviors (ES = 0.04), conduct problems (ES = 0.06), and academic performance (ES = 0.05). PATHS had no different impact whether it was implemented in the universal or target contexts. Research design, sample size, and intervention dosage could moderate the effectiveness of PATHS significantly, and dosage was the predominant factor in determining the effects of PATHS. Policy and practical implications were discussed.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.