Susan E. Rivers

Improving the Social and Emotional Climate of Classrooms: A Clustered Randomized Controlled Trial Testing the RULER Approach

The RULER Approach (“RULER”) is a setting-level, social and emotional learning program that is grounded in theory and evidence. RULER is designed to modify the quality of classroom social interactions so that the climate becomes more supportive, empowering, and engaging. This is accomplished by integrating skill-building lessons and tools so that teachers and students develop their emotional literacy. In a clustered randomized control trial, we tested the hypothesis that RULER improves the social and emotional climate of classrooms. Depending upon condition assignment, 62 schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Multi-level modeling analyses showed that compared to classrooms in comparison schools, classrooms in RULER schools were rated as having higher degrees of warmth and connectedness between teachers and students, more autonomy and leadership among students, and teachers who focused more on students’ interests and motivations. These findings suggest that RULER enhances classrooms in ways that can promote positive youth development.

Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV Psychometric Properties and Relationship With Academic Performance and Psychosocial Functioning

Emotional intelligence (EI) theory provides a framework to study the role of emotion skills in social, personal, and academic functioning. Reporting data validating the importance of EI among youth have been limited due to a dearth of measurement instruments. In two studies, the authors examined the reliability and validity of the Mayer–Salovey–Caruso Emotional Intelligence Test—Youth Version (MSCEIT-YV), a performance test of EI. Study 1 examined psychometric attributes of the MSCEIT-YV in a large sample of fifth- to eighth-grade students (N = 756). Study 2 examined the relationship of the MSCEIT to student and teacher reports of academic, social, and personal functioning among fifth- and sixth-grade students (N = 273). The authors report that EI can be measured reliably with the MSCEIT-YV and that higher scores on the test are related to healthier psychological functioning and greater social competence based on both teacher and student ratings, as well as to academic performance in English language arts.

Improving Classroom Quality with The RULER Approach to Social and Emotional Learning: Proximal and Distal Outcomes

The RULER Approach to Social and Emotional Learning (“RULER”) is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching–learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER’s theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER’s impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.

Examining predictors of physical activity among inactive middle-aged women: an application of the health action process approach.

This study tested several relationships predicted by the Health Action Process Approach (HAPA) in a sample of 175 generally healthy, inactive, middle-aged women (40–65 yrs old) over a 12 week period. Participants’ physical activity, risk perceptions, outcome expectancies, action self-efficacy and intention were measured at baseline. Planning and maintenance self-efficacy were measured 4 weeks later. Physical activity behaviour was measured 12 weeks after baseline. The HAPA relationships were examined using a structural equation model. The data fit the model well and revealed several significant relationships. Action self-efficacy was the best predictor of intention. Maintenance self-efficacy was the best predictor of planning and behaviour. Contrary to the tenets of HAPA and to past research, planning did not predict behaviour. Overall, HAPA provides a useful framework for identifying determinants of physical activity intentions and behaviour within a group of inactive, middle-aged women.

Assessing Teachers’ Beliefs About Social and Emotional Learning:

Teachers are the primary implementers of social and emotional learning (SEL) programs. Their beliefs about SEL likely influence program delivery, evaluation, and outcomes. A simple tool for measuring these beliefs could be used by school administrators to determine school readiness for SEL programming and by researchers to better understand teacher variables that impact implementation fidelity and program outcomes. In a two-phase study, we developed and then validated a parsimonious measure of teachers’ beliefs about SEL. In Phase 1, survey items were administered to 935 teachers and subjected to both exploratory and confirmatory factor analysis, resulting in three reliable scales pertaining to teachers’ comfort with teaching SEL, commitment to learning about SEL, and perceptions about whether their school culture supports SEL. Phase 2 provided evidence for the concurrent and predictive validity of the scales with a subsample of teachers implementing an SEL program as part of a randomized controlled trial. The discussion focuses on the value of measuring teachers’ beliefs about SEL from both researcher and practitioner perspectives.

Emotion Skills as a Protective Factor for Risky Behaviors among College Students.

Involvement in health-endangering behaviors is considered a reflection of college students psychosocial development; however, not all students participate in these activities. Emotion skills, such as the ability to interpret and manage emotions, may serve as a protective factor against risk-taking behavior among emerging adults. We compared the contributions of emotional intelligence and self-esteem, a commonly studied risk factor, to engagement in risk-taking behaviors among undergraduates (N = 243). Structural equation modeling revealed that emotional intelligence, but not self-esteem, was related significantly to risky behaviors. These findings lend support to the literature showing that emotional intelligence may serve as a protective factor for college student risk taking.

Healthy Eating for Life English as a second language curriculum: Primary outcomes from a nutrition education intervention targeting cancer risk reduction

We conducted a pre–post feasibility trial of Healthy Eating for Life, a theory-based, multimedia English as a second language curriculum that integrates content about healthy nutrition into an English language learning program to decrease cancer health disparities. Teachers in 20 English as a second language classrooms delivered Healthy Eating for Life to 286 adult English as a second language students over one semester. Postintervention data are available for 227 students. The results indicated that Healthy Eating for Life is effective for increasing fruit and vegetable intake as well as knowledge, action planning, and coping planning related to healthy eating. Participants also achieved higher reading scores compared to the state average.

Formative Research for a Community-Based Message-Framing Intervention

OBJECTIVEnTo inform a community-based message framing intervention encouraging physical activity and fruit and vegetable consumption among medically underserved adults.nnnMETHODnKey informant interviews, focus groups, and a survey were conducted with limited-literacy Hispanics in the northeastern United States.nnnRESULTSnBarriers to healthy lifestyle behaviors exist at individual, community, and policy levels. A strong degree of networking among local organizations and elected officials exists that can be used to encourage healthy lifestyle initiatives.nnnCONCLUSIONSnCommunity-based health communication interventions must address neighborhood realities, the literacy levels of the target population, and existing networks of providers and consumers.

Examining the Use of Message Tailoring to Promote Physical Activity among Medically Underserved Adults

The purpose of this study was to examine if messages tailored to an individual’s regulatory focus (i.e. their tendency to focus on prevention or promotion) increased exercise intentions and behavior in a medically underserved sample. Adult English as a Second Language students (N = 58) were presented with tailored exercise messages. There was a significant main effect for message type; participants who received promotion messages reported greater exercise intentions than those who received prevention messages. Intentions and behavior were not higher among those who received messages matching their regulatory focus. Implications for message tailoring frameworks are discussed.