Social-emotional learning and class climate among elementary-aged students in Japan

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2022-05-17 DOI:10.1080/21683603.2022.2075997

Yayoi Watanabe, Maiko Ikeda, Elina Saeki, Mayu Higashida

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Abstract

ABSTRACT This quasi-experimental, mixed methods study explored student perceptions of class climate before and after implementation of a two-week social and emotional learning (SEL) intervention in elementary classrooms in Japan. The sample consisted of 131 second and third grade students. A one-time SEL lesson focusing on offering kind words to peers was implemented in three classrooms. This was followed by two weeks of reinforcement, in which students were reinforced each time they offered kind words to a peer. One classroom used a sticker chart as the reinforcement and two classrooms filled up a jar with fuzzy balls. One classroom served as the control. Pre and post surveys were administered to students at the beginning and end of the intervention and teachers completed a survey at the end of the intervention. One-way ANOVA, t-test, and qualitative analyses revealed a significant improvement in class climate, in particular, sense of classroom orderliness, for the classrooms that used fuzzy balls as the reinforcement. Teacher feedback on the implementation of the SEL intervention included both positive and constructive reflections. These results may be considered for the development of SEL curricula to enhance its utility and effectiveness for East Asian student populations.

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日本小学生社交情绪学习与课堂气氛

摘要：这项准实验、混合方法的研究探讨了在日本小学课堂上实施为期两周的社会和情感学习（SEL）干预前后学生对课堂气氛的看法。样本包括131名二年级和三年级的学生。在三个教室里实施了一堂一次性的SEL课程，重点是向同龄人提供友善的话语。接下来是两周的强化，每次学生对同伴说友善的话时，他们都会得到强化。一间教室用贴纸做加固，两间教室用模糊的球填满了一个罐子。一间教室作为控制室。在干预开始和结束时，对学生进行了事前和事后调查，教师在干预结束时完成了一项调查。单因素方差分析、t检验和定性分析显示，使用模糊球作为强化物的课堂在课堂气氛，特别是课堂秩序感方面有显著改善。教师对SEL干预措施实施情况的反馈包括积极和建设性的思考。这些结果可用于SEL课程的开发，以提高其对东亚学生群体的实用性和有效性。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.