对波兰幼儿园和小学的基于社会和情感学习的课程进行评估
Jakub Kołodziejczyk1, Joanna Kołodziejczyk1, Bartłomiej Walczak2
1Faculty of Management and Social Communication, Institute of Public Affairs, Jagiellonian University, Kraków, Poland.
Scientific reports
|September 30, 2025
概括
会议与莱昂计划改善了年轻学生的社会情感技能,但并没有立即减少侵略性行为. 预计会对行为产生长期影响.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 社会情感学习 社交情感学习
背景情况:
- 儿童的攻击性行为是一个重大问题.
- 社会和情感学习 (SEL) 提供了一个发展关键生活技能的框架.
- 早期干预计划对于促进年轻学习者的积极发展至关重要.
研究的目的:
- 评估与莱昂 (ML) 会议计划的短期有效性.
- 评估该计划对幼儿园和小学学生的社会和情感能力的影响.
- 为了确定ML程序是否减少5-9岁儿童的侵略行为.
主要方法:
- 一个随机抽样和分配给干预和控制组的实验设计.
- 参与了628名学生 (年龄在5-9岁) 在波兰各个学校的32个班级.
- 利用反复测量ANOVA来分析行为和情绪能力的变化.
主要成果:
- 在短期内,ML计划没有显著减少观察到的身体,语言或关系攻击.
- 在ML课程的学生表现出更好的识别和调节自己的和别人的情绪.
- 混合的结果表明短期评估无法捕捉到的潜在的长期益处.
结论:
- 虽然不立即减少侵略性,但ML程序有效地提高了关键的社会情感技能.
- 测量之间的短时间可能限制了对行为变化的观察.
- 建议进行进一步的长期研究,以充分了解该计划对减少侵略性行为的影响.
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