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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Antunes, R. , Carneiro, T. , Joaquim, L. , Matos, M., Alexandre, J. & Filipe, M. (2025). Pilot evaluation of a socio-emotional learning program on executive functions in elementary school students: A cluster-randomized controlled trial. Frontiers in Psychology. 16
Exportar Referência (IEEE) 
R. Antunes et al.,  "Pilot evaluation of a socio-emotional learning program on executive functions in elementary school students: A cluster-randomized controlled trial", in Frontiers in Psychology, vol. 16, 2025
Exportar BibTeX 
@article{antunes2025_1766124230088,
	author = "Antunes, R.  and Carneiro, T.  and Joaquim, L.  and Matos, M. and Alexandre, J. and Filipe, M.",
	title = "Pilot evaluation of a socio-emotional learning program on executive functions in elementary school students: A cluster-randomized controlled trial",
	journal = "Frontiers in Psychology",
	year = "2025",
	volume = "16",
	number = "",
	doi = "10.3389/fpsyg.2025.1554001",
	url = "https://www.frontiersin.org/journals/psychology"
}
Exportar RIS 
TY  - JOUR
TI  - Pilot evaluation of a socio-emotional learning program on executive functions in elementary school students: A cluster-randomized controlled trial
T2  - Frontiers in Psychology
VL  - 16
AU  - Antunes, R. 
AU  - Carneiro, T. 
AU  - Joaquim, L. 
AU  - Matos, M.
AU  - Alexandre, J.
AU  - Filipe, M.
PY  - 2025
SN  - 1664-1078
DO  - 10.3389/fpsyg.2025.1554001
UR  - https://www.frontiersin.org/journals/psychology
AB  - Social and Emotional Learning (SEL) programs aim to enhance children´s socio-emotional competencies. While research has highlighted the positive socio-emotional outcomes of SEL programs, their transfer effects on executive functions remain unclear. This pilot cluster-randomized controlled trial explored the impact of a SEL program – The Intergalactic World – on executive functions in a cohort of first to fourth-graders. Participants were randomly assigned to either an intervention group (n = 60; 26 girls; Mage = 94.95 months, SD = 15.53), which participated in the SEL program, or to a waiting list control group (n = 36; 19 girls; Mage = 111.62 months, SD = 6.80). The SEL program comprised eight sessions conducted in a school setting to enhance socio-emotional development through breathing exercises, relaxation techniques, guided imagery, and cognitive-behavioral strategies. Executive functions were assessed for both groups using a standardized questionnaire, with evaluation conducted before and after the program implementation by teachers and caregivers. Pre- and post-intervention assessments revealed no significant changes in executive function scores based on teacher ratings across groups. In contrast, caregiver ratings of executive functions showed a significant interaction effect between time and group, with the intervention group exhibiting a positive change over time compared to the control group. Results yield valuable insights into the potential benefits of SEL interventions concerning elementary school students' executive functions.
ER  -