Promoting social inclusion, school engagement and reducing stress among newcomer university students: an online social-emotional learning pilot programme
Bibliographic record
Abstract
Purpose This study evaluated a two-month online SEL pilot programme promoting the social inclusion of newcomer students in Canadian universities. It assessed how changes over time in social inclusion predicted changes in school engagement and academic stress. Design/methodology/approach Participants included university students in Canada (N = 40, 50% control). They completed pretest–posttest and follow-up measures on perceived levels of social inclusion (i.e. relationships, interactions, consciousness and acceptance), school engagement and academic stress. Findings Structural equation modelling results showed among programme participants changes in relationships increased school engagement and decreased academic stress; changes in acceptance decreased stress but did not increase engagement; changes in consciousness decreased engagement while increased stress; changes in interactions did not predict either outcome. The control group showed decreased engagement and increased stress associated with changes in interactions, with no significant associations found for changes in relationships, acceptance or consciousness. Originality/value Theoretically, this project expands the use of SEL theory among newcomers and introduces an original evidence-based SEL intervention deeply integrated with digital technologies. Practically, this research describes a real-life application of SEL.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".