合作学校气候与社会情感技能有积极联系:一个跨国研究
Faming Wang1, Ronnel B King2, Lily Min Zeng1
1Teaching and Learning Innovation Centre, Faculty of Education, The University of Hong Kong, Hong Kong, China.
The British journal of educational psychology
|March 5, 2024
概括
合作学校气候对学生的社会情感技能产生积极影响,而竞争气候则显示出负面的关联. 这凸显了学校环境对于培养基本生活技能的重要性.
科学领域:
- 教育心理学教育心理学
- 社会科学 社会科学 社会科学
背景情况:
- 社会情感技能对于人生成功至关重要,但研究往往忽视了学校气候对他们的发展的影响.
- 现有的研究主要关注社会情感技能的结果,而不是塑造这些技能的环境因素.
研究的目的:
- 研究学校气候与学生的社会情感技能之间的关联.
- 确定学校的合作或竞争环境是否与学生的社会情感能力有关.
主要方法:
- 利用了经合组织关于社会和情感技能调查的数据,涉及9个国家的60,985名学生 (10岁和15岁).
- 采用多层结构方程建模来分析学校气候和社会情感技能之间的关系.
- 评估了五个广泛的社会情感技能领域:任务执行,情绪调节,协作,开放心态和与他人互动.
主要成果:
- 合作性学校气候与学生的社会情感技能有着显著的积极关系.
- 竞争激烈的学校气候主要与社会情感技能的负面结果有关.
结论:
- 学校的气候在培养学生的社会情感技能方面起着截然不同的作用.
- 合作环境促进社会情感成长,而竞争环境可能会阻碍这一增长.
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