心理社会的学習が青年期の心理的および内分泌学的効果に及ぼす影響：ランダム化比較試験

Socio-emotional learning (SEL) is thought to increase children and youth's social competencies such as empathy, however it has not been widely integrated in educational settings. This may be due to a lack of randomized-controlled trial (RCT) designs and objective and quantitative measurements, including of its neurobiological underpinnings, particularly in adolescence. This study examined the effect of a 1-week SEL intervention, and of a group-bonding task within it, on salivary oxytocin levels, and on the Multifaceted Empathy Test, using an RCT design and a repeated measures between subjects ANOVA, in 88 adolescents (35 female and 53 male). We found that salivary oxytocin was increased by performing the group-bonding task (p = 0.007, η²p = 0.089), but the 1-week intervention as whole did not augment this increase. The intervention increased emotional empathy, at a statistical trend level, in females. Lastly, an emotional empathy increase (from the first time to second time performing the group-bonding task) was positively correlated with an oxytocin increase (r = 0.235, p = 0.033), regardless of intervention. These findings point to a positive impact of SEL on emotional empathy, and of group-bonding tasks on endogenous oxytocin release, albeit preliminarily; with further replicatory research warranted.