基于学校的普遍社会情感学习计划可以减少青少年的社会退缩和社会焦虑吗?
Vanda Sousa1,2, Patrícia Ribeiro Silva3, Ana Maria Romão4,3
1Centro de Investigação em Psicologia para o Desenvolvimento, Universidade Lusíada Porto, Rua de Moçambique, 21 e 71, 4100-348, Porto, Portugal. vanda.ps.sousa@gmail.com.
Journal of youth and adolescence
|August 17, 2023
概括
基于学校的普遍社会和情感学习计划有效地减少了学生的社会退缩和焦虑. 积极的师生关系增强了这些好处,特别是在社会焦虑方面.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
背景情况:
- 社会退缩和社会焦虑是青少年的重要问题.
- 有限的研究存在于普遍的基于学校的社会和情感学习 (SEL) 计划对这些问题的影响.
- 学校的气候,特别是教师与学生的关系,可能会影响课程的有效性.
研究的目的:
- 分析基于学校的普遍SEL计划对葡萄牙学生的社会退缩和社会焦虑的有效性.
- 调查学校气候观念,特别是教师与学生关系对该计划影响的调节作用.
主要方法:
- 一项涉及葡萄牙704名七年级和八年级学生的全国性研究.
- 一个准实验性设计,包括预测,后测和七个月的后续评估.
- 用了自我和教师报告的社会退缩和社会焦虑的措施.
主要成果:
- 该SEL计划在减少自我和教师报告的社会退缩和社会焦虑方面表现出积极的影响.
- 干预组中那些认为教师与学生关系更为积极的学生在社会焦虑中表现出更大的减少.
- 这些发现表明,SEL计划与支持性的学校环境之间存在有益的相互作用.
结论:
- 基于学校的普遍SEL计划有效地减轻了青少年的社会退缩和社会焦虑.
- 一个积极的学校气候,以强大的师生关系为特征,可以放大SEL干预措施的好处.
- 通过综合SEL和积极的学校环境促进学生福祉的影响.
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