Author: Rivers, S. E.

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

(2011)
Center Authors: Latimer, A. E., Rivers, S. E., Salovey, P.

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http://ei.yale.edu/publication/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). Participants’ physical activity, risk perceptions, outcome expectancies, action self-efficacy and intention were measured. Contrary to the tenets of HAPA and to past research, findings suggest that planning does not predict behavior. Overall, HAPA provides a useful framework for identifying determinants of physical activity intentions and behavior within a group of inactive, middle-aged women.

Barg, C. J., Latimer, A. E., Pomery, E. A., Rivers, S. E., Rench, T. A., Prapavessis, H., & Salovey, P. (2012). Examining predictors of physical activity among inactive middle-aged women: An application of the health action process approach. Psychology & Health, 27 (7), 829-845. doi:10.1080/08870446.2011.609595

Classroom emotional climate, teacher affiliation, and student conduct

(2011)
Center Authors: Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., Salovey, P.

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http://ei.yale.edu/publication/classroom-emotional-climate-teacher-affiliation-and-student-conduct/

This study examined the link between classroom emotional climate and student conduct, including as a mediator the role of teacher affiliation, i.e., students’ perceptions of their relationships with their teachers. As predicted, when controlling for teacher characteristics and the organizational and instructional aspects of the classroom, findings suggest there is a direct, positive relationship between classroom emotional climate and conduct that also was mediated by teacher affiliation.

Brackett, M.A., Reyes, M.R., Rivers, S.E., Elbertson, N.A., & Salovey, P. (2011). Classroom emotional climate, teacher affiliation, and student conduct. Journal of Classroom Interaction, 46, 27-36.

Measuring emotional intelligence in early adolescence with the MSCEIT-YV: Psychometric properties and relationship with academic performance and psychosocial functioning

(2012)
Center Authors: Rivers, S. E., Brackett, M. A., Reyes, M. R., Caruso, D. R., Salovey, P.

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http://ei.yale.edu/publication/measuring-emotional-intelligence-in-early-adolescence-with-the-msceit-yv-psychometric-properties-and-relationship-with-academic-performance-and-psychosocial-functioning/

Two studies examined the reliability and validity of the Mayer–Salovey–Caruso Emotional Intelligence Test—Youth Version (MSCEIT-YV), a performance test of Emotional Intelligence. 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.

Rivers, S. E., Brackett, M. A., Reyes, M. R., Mayer, J. D., Caruso, D. R., & Salovey, P. (2012). Measuring emotional intelligence in early adolescence with the MSCEIT-YV: Psychometric properties and relationship with academic performance and psychosocial functioning. Journal of Psychoeducational Assessment, 30, 344-366. doi:10.1177/0734282912449443

Classroom emotional climate, student engagement, and academic achievement

(2012)
Center Authors: Reyes, M. R., Brackett, M. A., Rivers, S. E., Salovey, P.

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http://ei.yale.edu/publication/classroom-emotional-climate-student-engagement-and-academic-achievement/

This study examined the link between classroom emotional climate and academic achievement, including the role of student engagement as a mediator. The findings suggest that the positive relationship between classroom emotional climate and grades was mediated by engagement, while controlling for teacher characteristics and observations of both the organizational and instructional climates of the classrooms.

Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104, 700-712. doi:10.1037/a0027268

Emotion skills as a protective factor for risky behaviors among college students

(2013)
Center Authors: Rivers, S. E., Brackett, M. A., Omori, M., Bertoli, M. C., Salovey, P.

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http://ei.yale.edu/publication/emotion-skills-as-a-protective-factor-for-risky-behaviors-among-college-students/

In this study, the authors compared the contributions of emotional intelligence and self-esteem to engagement in risk-taking behaviors among undergraduates and revealed that EI, but not self-esteem, was significantly related to risky behaviors.

Rivers, S. E., Brackett, M. A., Omori, M., Sickler, C., Bertoli, M. C., & Salovey, P. (2013). Emotion skills as a protective factor for risky behaviors among college students. Journal of College Student Development, 54, 172-183. doi:10.1353/csd.2013.0012

The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for The RULER Approach to social and emotional learning

(2012)
Center Authors: Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., Salovey, P.

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http://ei.yale.edu/publication/the-interaction-effects-of-program-trainingdosage-and-implementation-quality-on-targeted-student-outcomes-for-the-ruler-approach-to-social-and-emotional-learning/

This study examined how training, dosage, and implementation quality of a social and emotional learning program, The RULER Approach, were related to students’ social and emotional competencies. There were no main effects for any of the variables on student outcomes, but students had more positive outcomes when their teachers (a) attended more trainings and taught more lessons, and (b) were classified as either moderate- or high-quality program implementers.

Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for The RULER Approach to social and emotional learning. School Psychology Review, 41, 82-99.

Formative research for a community-based message-framing intervention

(2012)
Center Authors: Latimer, A. E., Rivers, S. E., Salovey, P.

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http://ei.yale.edu/publication/formative-research-for-a-community-based-message-framing-intervention/

Using key informant interviews, focus groups, and a survey with limited-literacy Hispanics showed the importance of community-based health communication interventions which must address neighborhood realities, the literacy levels of the target population, and existing networks of providers and consumers.

Martinez, J. L., Latimer, A. E., Rivers, S. E., & Salovey, P. (2012). Formative research for a community-based message-framing intervention. American Journal of Health Behavior, 36, 335-347. doi:http://dx.doi.org/10.5993/AJHB.36.3.5

Examining the use of message tailoring to promote physical activity among medically underserved adults

(2012)
Center Authors: Martinez, J., Duncan, L. R., Rivers, S. E., Latimer, A. E., Salovey, P.

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http://ei.yale.edu/publication/examining-the-use-of-message-tailoring-to-promote-physical-activity-among-medically-underserved-adults/

Study showed that 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.

Martinez, J., Duncan, L., Rivers, S. E., Latimer, A., & Salovey, P. (2012). Examining the use of message tailoring to promote physical activity among medically underserved adults. Journal of Health Psychology, 18(4), 470-476. doi:10.1177/1359105312445798

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

(2012)
Center Authors: Duncan, L. R., Martinez, J., Rivers, S. E., Latimer, A. E., Bertoli, M. C., Domingo, S., Salovey, P.

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http://ei.yale.edu/publication/healthy-eating-for-life-english-as-a-second-language-curriculum-primary-outcomes-from-a-nutrition-education-intervention-targeting-cancer-risk-reduction/

Teachers in English as a Second or Other Language classrooms delivered Healthy Eating for Life, a theory-based, multimedia curriculum that integrates content about healthy nutrition to decrease cancer health disparities.The results indicated that the program is effective for increasing fruit and vegetable intake as well as knowledge, action planning, and coping planning related to healthy eating.

Duncan, L., Martinez, J., Rivers, S., Latimer, A., Bertoli, M., Domingo, S., & Salovey, P. (2012). Healthy Eating for Life English as a second language curriculum: Primary outcomes from a nutrition education intervention targeting cancer risk reduction. Journal of Health Psychology, 0, 1-12. doi:10.1177/1359105312457803

Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum

(2012)
Center Authors: Brackett, M. A., Rivers, S. E., Reyes, M. R., Salovey, P.

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http://ei.yale.edu/publication/enhancing-academic-performance-and-social-and-emotional-competence-with-the-ruler-feeling-words-curriculum/

Study showed that students in RULER Feeling Words Curriculum classrooms had higher year-end grades and higher teacher ratings of social and emotional competence compared to students in the comparison group.

Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22, 218-224. doi:10.1016/j.lindif.2010.10.002

Assessing teachers’ beliefs about social and emotional learning

(2012)
Center Authors: Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., Salovey, P.
Topics: ,
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http://ei.yale.edu/publication/assessing-teachers-beliefs/

A tool for measuring teacher’s beliefs about SEL was developed and validated in a two-phase study. The measure can 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.

Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). Assessing teachers’ beliefs about social and emotional learning. Journal of Psychoeducational Assessment, 30, 219-236. doi:10.1177/0734282911424879

Improving classroom quality with The RULER Approach to social and emotional learning: Proximal and distal outcomes

(2013)
Center Authors: Hagelskamp, C., Brackett, M. A., Rivers, S. E., Salovey, P.
Topics: , ,
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http://ei.yale.edu/publication/improving-classroom-quality-with-the-ruler-approach/

The RULER Approach is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching–learning interactions. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory.  Findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.

Hagelskamp, C., Brackett, M. A., Rivers, S. E., & Salovey, P. (2013). Improving classroom quality with the RULER approach to social and emotional learning: Proximal and distal outcomes. American Journal of Community Psychology, 1-14. doi: 10.1007/s10464-013-9570-x

Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing The RULER Approach

(2012)
Center Authors: Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A.
Topics: ,
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http://ei.yale.edu/publication/improving-the-social-and-emotional-climate-of-classrooms/

The RULER Approach is designed to modify the quality of classroom social interactions so that the climate becomes more supportive, empowering, and engaging.  Results 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.

Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A., & Salovey, P. (2013). Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER approach. Prevention Science, 14, 77-87. doi: 10.1007/s11121-012-0305-2