Technology-enhanced mindfulness-based collaborative social reasoning to improve adolescents' social-emotional competencies.

IF 4.6 2区 心理学 Q1 FAMILY STUDIES
Manisha Nagpal, Tzu-Jung Lin, Haeun Park, Eric Anderman, Thomas Bihari, Leon Madrid, Jodi Ford, Balachundhar Subramaniam
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Abstract

This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group discussions, learning technology, and multidimensional assessments of students' social-emotional outcomes. Using a quasi-experimental design, the study was implemented in four sixth-grade English language arts classrooms (2 experimental and 2 business-as-usual control; N = 74) in a public middle school in the Midwest of the United States. It was co-implemented by researchers and teachers, with sessions occurring for 45 minutes, once per week, for 8 weeks. The MBCSR group showed greater self-efficacy for using Upa-yoga and mindful breathing to regulate their emotions and behaviors ( η p 2 $$ {\eta}_p^2 $$  = .13), and lower externalizing ( η p 2 $$ {\eta}_p^2 $$  = .07) and bullying behaviors ( η p 2 $$ {\eta}_p^2 $$  = .09) at the posttest compared to the control group, after controlling for baseline differences. Students in the experimental group overall showed positive and relaxed emotional and physiological states during the sessions. There were no significant differences between the two groups in mindfulness, emotional regulation, and social skills. This program sets an example for integrating social-emotional learning and academic learning into students' daily content instruction.

通过技术强化的正念协作式社会推理来提高青少年的社会情感能力。
本研究报告介绍了一项针对初中生的创新性校本技术强化社会情感学习项目 "正念协作社会推理"(MBCSR)的初步效果。MBCSR 是由教育心理学家、正念研究人员、计算机科学家和健康专家组成的跨学科团队开发的。我们整合了沉思方法、小组协作讨论、学习技术和学生社会情感成果多维评估的优势。这项研究采用准实验设计,在美国中西部一所公立中学的四间六年级英语语言艺术教室实施(两间实验班,两间照常进行的对照班;人数=74)。该研究由研究人员和教师共同实施,每周一次,每次 45 分钟,为期 8 周。在控制了基线差异后,与对照组相比,MBCSR 组在后测试中表现出更强的使用优帕瑜伽和正念呼吸来调节情绪和行为的自我效能感(η p 2 $$ {\eta}_p^2 $$ = .13),以及更低的外部化(η p 2 $$ {\eta}_p^2 $$ = .07)和欺凌行为(η p 2 $$ {\eta}_p^2 $$ = .09)。实验组学生在课程中总体表现出积极和放松的情绪和生理状态。两组学生在正念、情绪调节和社交技能方面没有明显差异。这项计划为将社会情感学习和学术学习融入学生的日常内容教学树立了榜样。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.90
自引率
8.30%
发文量
97
期刊介绍: Multidisciplinary and international in scope, the Journal of Research on Adolescence (JRA) significantly advances knowledge in the field of adolescent research. Employing a diverse array of methodologies, this compelling journal publishes original research and integrative reviews of the highest level of scholarship. Featured studies include both quantitative and qualitative methodologies applied to cognitive, physical, emotional, and social development and behavior. Articles pertinent to the variety of developmental patterns inherent throughout adolescence are featured, including cross-national and cross-cultural studies. Attention is given to normative patterns of behavior as well as individual differences rooted in personal or social and cultural factors.
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