R
Roger P. Weissberg
Researcher at University of Illinois at Chicago
Publications - 130
Citations - 22795
Roger P. Weissberg is an academic researcher from University of Illinois at Chicago. The author has contributed to research in topics: Social change & Academic achievement. The author has an hindex of 50, co-authored 130 publications receiving 20317 citations. Previous affiliations of Roger P. Weissberg include University of Illinois at Urbana–Champaign & Yale University.
Papers
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Journal ArticleDOI
The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions
Joseph A. Durlak,Roger P. Weissberg,Allison B. Dymnicki,Rebecca D. Taylor,Kriston B. Schellinger +4 more
TL;DR: Findings from a meta-analysis of 213 school-based, universal social and emotional learning programs involving 270,034 kindergarten through high school students suggest that policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
Journal ArticleDOI
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning.
Mark T. Greenberg,Roger P. Weissberg,Mary Utne O'Brien,Joseph E. Zins,Linda Fredericks,Hank Resnik,Maurice J. Elias +6 more
TL;DR: Widespread implementation of beneficial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and academic outcomes and systematic monitoring and evaluation to guide school improvement.
Book
Building academic success on social and emotional learning: What does the research say?
TL;DR: In this article, nationally recognized interdisciplinary leaders examine the relationships between social-emotional education and school success, specifically focusing on interventions that enhance student learning, and point out the many benefits of SEL programs.
Journal ArticleDOI
Promoting Positive Youth Development through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects.
TL;DR: This meta-analysis reviewed 82 school-based, universal social and emotional learning interventions involving 97,406 kindergarten to high school students and found social-emotional skill development was the strongest predictor of well-being at follow-up.
Journal ArticleDOI
A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents
TL;DR: A meta-analysis of after-school programs that seek to enhance the personal and social skills of children and adolescents indicated that participants demonstrated significant increases in their self-perceptions and bonding to school, positive social behaviors, school grades and levels of academic achievement, and significant reductions in problem behaviors.