社会情感学习课程对小学和中学学生学业成绩的影响:一个元分析性审查
1Department of Social Work, School of Sociology and Political Science, Shanghai University, Shanghai 200444, China.
Behavioral sciences (Basel, Switzerland)
|November 27, 2025
概括
社会和情感学习 (SEL) 计划对小学和中学学生的各科目学业绩产生积极影响. 准实验性设计显示出更大的好处,尽管对于中学和科学成果需要更多的研究.
科学领域:
- 教育心理学教育心理学
- 进行元分析分析.
- 学术成绩 学术成绩
背景情况:
- 社会和情感学习 (SEL) 计划越来越多地在学校实施.
- 关于SEL课程学术影响的证据需要综合,特别是在不同的年级和科目中.
- 现有的研究重点集中在小学学生身上.
研究的目的:
- 对普遍和有针对性的SEL课程的学术影响进行元分析.
- 确定影响SEL程序有效性的主持人,包括干预设计和学生特征.
- 检查SEL课程在各年级和科目领域的差异性影响.
主要方法:
- 对22项研究 (24,510名学生,2011-2021年) 的元分析.
- 小学和中学学生的包容.
- 基于学生SES,干预设计,年级水平,学科和报告类型的子组分析.
主要成果:
- SEL干预措施对整体学业成绩 (g = 0.08),GPA (g = 0.33),以及特定科目如英语语言艺术 (g = 0.07) 和数学 (g = 0.08) 产生了积极的影响.
- 小学 (g = 0.075) 和中学学生 (g = 0.122) 的效应大小更大.
- 准实验性研究比随机对照试验 (RCT) 产生了更大的效果大小.
结论:
- SEL课程对学生的学业成绩产生了积极的影响.
- 干预设计,特别是准实验方法,可以提高学术成果.
- 由于数据有限,进一步的研究对中学生和科学表现至关重要.
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