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A meta-analysis of effective social-emotional learning programs in Pre-K-12 classrooms: disentangling the critical role of curriculum-based approaches in promoting students’ social emotional skills

Crossref DOI link: https://doi.org/10.1007/s12144-025-07677-3

Published Online: 2025-03-24

Published Print: 2025-04

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Shi, Jieping https://orcid.org/0000-0003-2747-5674
Cheung, Alan C. K.

Ni, Aohua
Funding

Funding for this research was provided by:

National Natural Science Foundation of China (72404031)

Fundamental Research Funds for the Central Universities (1233100003)
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Text and Data Mining valid from 2025-03-24

Version of Record valid from 2025-03-24
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Article History

Accepted: 6 March 2025

First Online: 24 March 2025

Declarations

:

: Ethical approval was waived by the local Ethics Committee of Beijing Normal University in view of the retrospective nature of the study and all the procedures being performed were part of the routine care.

: Consent to participate is not applicable for reviews because reviews use publicly accessible documents as evidence.

: The authors have no relevant financial or non-financial interests to disclose.

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