提高社会经济弱势儿童的信心和自尊:中国农村的社会情感学习干预措施
Jiameng Li1,2, Lin Zhu3, Therese Hesketh4,5
1School of Psychology, Shanghai Normal University, 100 Guilin Road, Xuhui District, Shanghai 200234, China.
Behavioral sciences (Basel, Switzerland)
|October 29, 2025
概括
一个以学校为基础的社会情感学习 (SEL) 计划在短期内改善了中国农村儿童的信心和自尊. 然而,这些自尊的增长并没有长期持续.
科学领域:
- 儿童心理学 儿童心理学
- 教育干预教育干预
- 社会经济的不平等.
背景情况:
- 中国农村的儿童面临着影响自尊的社会经济劣势.
- 关于中国大陆社会情绪学习 (SEL) 课程的证据有限.
- 本研究探讨了在经济不利的农村地区进行SEL干预的必要性.
研究的目的:
- 评估学校SEL干预措施的有效性.
- 提高中国欠发达农村地区儿童的信心和自尊.
- 评估对来自较低社会经济背景的儿童的影响.
主要方法:
- 准实验性设计,每周进行16次SEL课程.
- 混合方法方法:定量调查 (基线,干预后,五个月后续) 和定性访谈.
- 参与者:230名儿童 (干预) 和325名 (8-12岁) 儿童 (对照) 在中国农村.
主要成果:
- 来自较低社会经济背景的儿童报告自尊和自我效能较低.
- 观察到短期干预效应,特别是对来自贫困家庭的儿童.
- 自信的改善促进了自我表达和社交互动,但在5个月的随访后没有持续.
结论:
- 在中国农村地区,SEL计划显示了提高儿童信心和自尊的潜力.
- SEL干预可以促进教育成果和减少贫困的努力.
- 需要进一步的研究,以确保干预效应的长期可持续性.
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