Evidence map›Paper›PMID 36712384›Full record

ArticleSchool mental health2023

Pilot Evaluation of the Elementary Social-Emotional Learning Program Sources of Strength.

Alberto Valido, Luz E Robinson, Ashley B Woolweaver, Anne Drescher, Dorothy L Espelage, Ashlen A Wright, Dezja Ishmeal, Megan M Dailey, Anna C J Long, Scott LoMurray

Abstract read
In one paragraph

Article in School mental health, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed, 1 pooled it
–field-weighted citation impact
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, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Article
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

10 authors.

Alberto ValidoSchool of Education, University of North Carolina, Chapel Hill, NC USA.ORCID 0000-0003-4428-7085
Luz E RobinsonSchool of Education, University of North Carolina, Chapel Hill, NC USA.ORCID 0000-0002-5269-8522
Ashley B WoolweaverSchool of Education, University of North Carolina, Chapel Hill, NC USA.ORCID 0000-0003-4168-0789
Anne DrescherSchool of Education, University of North Carolina, Chapel Hill, NC USA.ORCID 0000-0002-0684-324X
Dorothy L EspelageSchool of Education, University of North Carolina, Chapel Hill, NC USA.ORCID 0000-0003-0658-2067
Ashlen A WrightSchool of Education, University of North Carolina, Chapel Hill, NC USA.ORCID 0000-0003-1315-2065
Dezja IshmealSchool of Education, University of North Carolina, Chapel Hill, NC USA.ORCID 0000-0001-5455-148X
Megan M DaileySchool of Education, University of North Carolina, Chapel Hill, NC USA.ORCID 0000-0001-6523-0630
Anna C J LongDepartment of Psychology, Louisiana State University, Baton Rouge, LA USA.ORCID 0000-0002-0486-5074
Scott LoMurraySources of Strength, Lakewood, CO USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Schools and students have faced a variety of challenges during the 2020-2021 academic year as the COVID-19 pandemic continues. These issues have drawn attention to the increased need for robust social-emotional learning skills at the elementary level to address the deficits exacerbated by the pandemic. Supplementary Information: The online version contains supplementary material available at 10.1007/s12310-023-09567-0.

Indexed as

Covid-19Elementary schoolSocial-emotional learningSources of Strength

Identifiers

PMID36712384
PMCPMC9859665

What OpenQuestion holds

Textmetadata
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.