从四年级到十二年级的社会和情感能力发展:与家长教育和性别关系的关系
Sara E Rimm-Kaufman1, James Soland1, Megan Kuhfeld2
1School of Education and Human Development, University of Virginia.
The American psychologist
|May 23, 2024
概括
社会和情感能力 (SECs) 从4年级到12年级呈现多样化的增长,在13岁之前有所下降. 最初的水平,而不是人口统计数据,预测了增长,强调了需要量身定制的学校支持.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 教育社会学教育的社会学
背景情况:
- 在学校增加对社会和情感学习 (SEL) 的承诺.
- 对社会和情感能力 (SECs) 典型的成长轨迹的有限理解.
- 需要数据驱动的洞察力来为SEL干预提供信息.
研究的目的:
- 从四年级到十二年级,量化四个关键的SEC (增长思维,自我效能,自我管理,社会意识) 的增长.
- 根据性别和家长的教育程度,检查最初的SEC状态和增长模式的差异.
- 确定学生子组内SEC增长和变化的预测因素.
主要方法:
- 利用了来自六个队伍的数据 (大约. 每个学生16000人) 在加利福尼亚州,涵盖4-12年级.
- 雇员加速纵向设计增长模型来分析学生自我报告调查数据.
- 进行了以性别和家长教育为重点的子组分析.
主要成果:
- 观察到明显的增长趋势:增长心态增加,自我管理普遍下降,自我效能/社会意识显示U形轨迹 (下降然后增加).
- 小组分析显示,根据性别和家长教育,初始状态和成长模式存在微小的差异,小组成员身份解释了很少的变化.
- 证券交易所的初始水平比人口因素更强烈地预测增长;集团内部的变化超过了集团内部的变化.
结论:
- 预测SEC的稳定,积极增长是不现实的;U形模式,特别是6年级左右的下降,似乎是规范性的.
- 教育干预措施应考虑到这些非线性增长模式,并在关键发育时期提供有针对性的支持.
- 专注于初始能力水平和集团内部差异对于有效的SEL编程至关重要.
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