社会情感学习干预对小学生社会情感能力和行为问题的影响在COVID-19期间
Raquel Raimundo1, Sofia Oliveira2, Magda Sofia Roberto3
1Gulbenkian Knowledge Academies, Calouste Gulbenkian Foundation, 1067-001 Lisbon, Portugal.
International journal of environmental research and public health
|September 28, 2024
概括
这项研究表明,在COVID-19期间,社会情感学习计划改善了学生的能力,并减少了焦虑和社会问题. 最初面临挑战的学生从干预中获益最多.
科学领域:
- 教育心理学教育心理学
- 儿童发展 儿童发展
- 心理健康干预 心理健康干预
背景情况:
- 随着COVID-19的流行,学生的社会情感发展面临着独特的挑战.
- 社会情感学习 (SEL) 计划对于解决儿童内化和外化问题至关重要.
- 了解基于学生特征的SEL课程的差异性影响是必不可少的.
研究的目的:
- 评估一年的社会情感学习计划对能力和行为问题的有效性.
- 检查性别,社会经济地位和基线社会情绪水平等因素如何影响计划成果.
- 在COVID-19流行病的特定背景下评估计划的影响.
主要方法:
- 与358名葡萄牙三年级和四年级学生一起实施了一年的社会情感学习计划.
- 学生的自我报告和教师的异性报告在干预前和后被收集.
- 使用线性混合效应模型来分析干预效应和缓解因素.
主要成果:
- 在社会情感学习能力 (情感知识,社会能力,同行关系,自我管理,学术行为) 中观察到显著的改善.
- 观察到外部化 (社会问题) 和内部化 (焦虑) 问题的减少;侵略性没有变化.
- 具有较低初始社会情感能力和较高问题水平的学生受益更多;性别和社会经济地位调节了特定结果.
结论:
- 社会情感学习计划对学生的能力和福祉产生了显著的积极影响.
- 该计划对学生具有先前存在的社会情感挑战尤其有效.
- 调查结果支持将SEL计划整合起来,以支持学生,特别是在流行病等紧张时期.
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