Researchers and policymakers aspire for educational interventions to change children's long-run developmental trajectories. However, intervention impacts on cognitive and achievement measures commonly fade over time. Less is known, although much is theorized, about social-emotional skill persistence. The current meta-analysis investigated whether intervention impacts on social-emotional skills demonstrated greater persistence than impacts on cognitive skills. We drew studies from eight preexisting meta-analyses, generating a sample of 86 educational randomized controlled trials targeting children from infancy through adolescence, together involving 56,662 participants and 450 outcomes measured at posttest and at least one follow-up. Relying on a metaregression approach for modeling persistence rates, we tested the extent to which posttest impact magnitudes predicted follow-up impact magnitudes. We found that posttest impacts were equally predictive of follow-up impacts for cognitive and social-emotional skills at 6- to 12-month follow-up, indicating similar conditional persistence rates across skill types. At 1- to 2-year follow-up, rates were lower, and, if anything, cognitive skills showed greater conditional persistence than social-emotional skills. A small positive follow-up effect was observed, on average, beyond what was directly predicted by the posttest impact, indicating that interventions may have long-term effects that are not fully mediated by posttest effects. This pattern of results implied that smaller posttest impacts produced more persistent effects than larger posttest impacts, and social-emotional skill impacts were smaller, on average, than cognitive skill impacts. Considered as a whole, intervention impacts on both social-emotional and cognitive skills demonstrated fadeout, especially for interventions that produced larger initial effects. Implications for theory and future directions are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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干预的淡出和持续性对儿童和青少年社交情感和认知技能的影响：随机对照试验的荟萃分析评价。


研究人员和政策制定者渴望通过教育干预来改变儿童的长期发展轨迹。然而，干预对认知和成就测量的影响通常会随着时间的推移而减弱。尽管理论上有很多，但人们对社交情感技能持久性知之甚少。目前的荟萃分析调查了干预对社交情感技能的影响是否比对认知技能的影响更持久。我们从 8 项先前存在的荟萃分析中抽取了研究，生成了 86 项针对婴儿至青春期儿童的教育随机对照试验的样本，共涉及 56,662 名参与者和 450 个在后测和至少一次随访中测量的结果。依靠元回归方法对持续率进行建模，我们测试了后测影响幅度预测后续影响幅度的程度。我们发现，在 6 至 12 个月的随访中，后测影响对认知和社会情感技能的随访影响具有同等的预测性，表明不同技能类型的条件持久性率相似。在 1 至 2 年的随访中，发生率较低，如果有的话，认知技能显示出比社交情感技能更大的条件持久性。平均而言，观察到的小幅积极随访效果超出了后测影响直接预测的水平，这表明干预措施可能具有不完全由后测效应介导的长期影响。这种结果模式意味着，较小的后测影响比较大的后测影响产生更持久的影响，并且社交情感技能影响平均比认知技能影响小。 总体而言，干预对社交情感和认知技能的影响都表现出淡化，尤其是对于产生较大初始效果的干预。讨论了对理论和未来方向的影响。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。