Social and Emotional Learning: Research, Practice, and Policy最新文献_第2页

“The Nous Project”: A SEL program to promote emotional self-understanding in elementary school children "Nous项目"：促进小学生情感自我理解的 SEL 计划

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-08-02 DOI: 10.1016/j.sel.2024.100060

Luigina Mortari, Federica Valbusa, Rosi Bombieri

{"title":"“The Nous Project”: A SEL program to promote emotional self-understanding in elementary school children","authors":"Luigina Mortari, Federica Valbusa, Rosi Bombieri","doi":"10.1016/j.sel.2024.100060","DOIUrl":"10.1016/j.sel.2024.100060","url":null,"abstract":"<div><p>This article presents “The <em>Nous</em> Project,” a SEL program designed to promote and analyze the capacity for emotional self-understanding among children attending elementary schools in Italy. The project rests on the conceptual framework that authentic educational research should be not only explorative of a phenomenon but also transformative of a context and, to achieve this, it should introduce into schools new meaningful experiences and investigate them. The children involved in the project were invited to narrate the emotions they felt during the day in a “diary of emotional life” and analyze them with the help of the metaphor “vegetable garden of emotions.” These reflective exercises were qualitatively analyzed in order to understand what ways of emotional self-understanding emerge from the realized educative experience. At the end of the program, children were asked to write what they thought they had learned, and findings from the qualitative analysis of their answers highlight their perceptions about the effectiveness of the educative experience in which they were involved.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000342/pdfft?md5=9fa9622c70744e96797f38d36feab681&pid=1-s2.0-S2773233924000342-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141979217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Emotion socialization in early childhood education and care – How preschool teachers support children's emotion regulation 幼儿教育和保育中的情绪社会化--学前教师如何帮助儿童调节情绪

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-08-02 DOI: 10.1016/j.sel.2024.100057

Judith Silkenbeumer, Luisa Marie Lüken, Manfred Holodynski, Joscha Kärtner

{"title":"Emotion socialization in early childhood education and care – How preschool teachers support children's emotion regulation","authors":"Judith Silkenbeumer, Luisa Marie Lüken, Manfred Holodynski, Joscha Kärtner","doi":"10.1016/j.sel.2024.100057","DOIUrl":"10.1016/j.sel.2024.100057","url":null,"abstract":"<div><p>Children’s emotional experiences during early childhood education and care (ECEC) are important for children’s emotional development and the socialization of this development by teachers. One central goal of emotion socialization is that it should help children acquire reflective regulation of their emotions, resulting in socially acceptable and age-appropriate experience and behavior. The current study is based on emotionally challenging situations of children in ECEC and aims at investigating, first, associations of teachers’ emotion coaching and co-regulation with children’s self-regulation, and, second, how teachers’ emotion coaching and co-regulation are linked with characteristics of the specific emotion episode and the involved child. Based on extensive video observations in the preschool setting (<em>N</em> = 19 groups), this study analyzed episodes with teacher interventions (<em>N</em> = 48 teachers) following a negative emotion expression by one or two children (<em>N</em> = 213 children aged 2–6 years old). Multilevel results show, first, that teachers’ initial emotion coaching and co-regulation through meta-cognitive prompts were associated with children’s independent self-regulation. Second, teachers’ emotion coaching and co-regulation were systematically associated with characteristics of the emotion episode, especially emotion quality and intensity. The findings support the assumption that emotion coaching and co-regulation are especially valuable tools to support self-regulation. However, emotion coaching and the different co-regulation levels and strategies do not turn out to be universal strategies that are used indiscriminately, but teachers use them depending on individual child and situational characteristics.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000317/pdfft?md5=2f3560d0e6dfbf12a56fc47227f4655f&pid=1-s2.0-S2773233924000317-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142002121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Changes in observed and self-reported emotion-focused teaching: Coaching in the context of an early childhood alternative licensure program 观察到的和自我报告的以情感为重点的教学的变化：在幼儿替代执照课程背景下的辅导

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-08-02 DOI: 10.1016/j.sel.2024.100059

Timothy W. Curby , Katherine M. Zinsser , Catherine Main , Joanna Skourletos

{"title":"Changes in observed and self-reported emotion-focused teaching: Coaching in the context of an early childhood alternative licensure program","authors":"Timothy W. Curby , Katherine M. Zinsser , Catherine Main , Joanna Skourletos","doi":"10.1016/j.sel.2024.100059","DOIUrl":"10.1016/j.sel.2024.100059","url":null,"abstract":"<div><p>Preschool teachers’ emotion-focused teaching (modeling of, responding to, and instructing about emotions) is associated with children’s observed and teacher-reported expression and regulation skills, as well as their engagement with peers and learning tasks. The present study reports findings from an alternative licensure program in which teachers receive coaching during a residency on how to support children’s social and emotional development through emotion-focused teaching. Using baseline and post- observed and self-reported emotion-focused teaching from two cohorts of teacher residents (<em>N</em> = 65), we examined the extent to which emotion-focused teaching changed as a function of the number of coaching feedback sessions each teacher received as well as coaching modality, duration, and topical focus. Findings indicated that teachers improved in their observed and self-reported emotion-focused teaching, but characteristics of the feedback sessions were not individually associated with these improvements.</p></div><div><h3>Impact statement</h3><p>Early educators play a significant role in promoting children’s emotional competence, especially in early childhood. Unfortunately, teachers receive little training on how to do so except through delivering curricula. This study assesses a new licensure program for early educators that uses flexible, individualized coaching to promote emotion-focused teaching. Participating preschool teachers significantly improved their emotion-focused teaching and were highly satisfied with the program overall. These findings can inform decisions by policy-makers and higher-education administrators as they seek to address critical shortages in skilled, emotionally attuned educators to meet the needs of young children.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000330/pdfft?md5=7be98c5b4349c9af29089aaef171f9f3&pid=1-s2.0-S2773233924000330-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141953353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Oregon’s K-12 transformative social and emotional learning framework and standard development 俄勒冈州 K-12 转型社会和情感学习框架及标准制定

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-07-23 DOI: 10.1016/j.sel.2024.100058

Vanessa Martinez , Beth Wigham , Kristin Rush , Deirdre Hon

{"title":"Oregon’s K-12 transformative social and emotional learning framework and standard development","authors":"Vanessa Martinez , Beth Wigham , Kristin Rush , Deirdre Hon","doi":"10.1016/j.sel.2024.100058","DOIUrl":"10.1016/j.sel.2024.100058","url":null,"abstract":"<div><p>In 2021, Oregon's legislature passed House Bill 2166, which mandated that the Oregon Department of Education (ODE), in collaboration with the Early Learning Division and the Teacher Standards and Practices Commission (TSPC), develop K-12 Social and Emotional Learning (SEL) standards for students across the state. This manuscript highlights how Oregon used the Transformative SEL framework to guide their multi-phase process, which involved extensive input and collaboration from a diverse group of educators, policy makers, parents and students. This collaborative approach ensured that the standards reflected a wide range of perspectives and addressed the unique needs of various student populations. The manuscript discusses the challenges encountered in the process, such as resistance to change, resource allocation, and professional development needs. This work contributes to the growing body of research on SEL by providing a model for states and districts to develop and implement SEL standards that align with legislative mandates and educational equity goals.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000329/pdfft?md5=c63d5ccf0ca897ea931c702bcfff9632&pid=1-s2.0-S2773233924000329-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141849202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

SEL Insights: Applying behavioral insights to social and emotional learning programs in global settings SEL 见解：将行为洞察力应用于全球环境中的社会和情感学习计划

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-07-08 DOI: 10.1016/j.sel.2024.100056

Natasha Raisch, Rebecca Bailey, Stephanie M. Jones

{"title":"SEL Insights: Applying behavioral insights to social and emotional learning programs in global settings","authors":"Natasha Raisch, Rebecca Bailey, Stephanie M. Jones","doi":"10.1016/j.sel.2024.100056","DOIUrl":"10.1016/j.sel.2024.100056","url":null,"abstract":"<div><p>Research suggests that strong implementation across various dimensions, such as fidelity and dosage, contributes to the effectiveness of social and emotional learning (SEL) programs. Nevertheless, those who implement SEL programs are often faced with a variety of implementation barriers, especially as they relate to program characteristics or fit. These challenges are exacerbated in global crisis and education in emergency settings, where implementers often confront a unique set of implementation challenges related to feasibility and relevance. The paper presents a methodology for addressing these challenges using a behavioral insights approach, which draws on theories and evidence from a diverse set of fields to understand the root causes of human behavior as they relate to program uptake and use. Through a case study, the authors demonstrate how behavioral insights was used to explore implementation barriers and design potential solutions in a project to contextualize SEL programming in northeast Nigeria. Findings suggest that behavioral insights contributed to lowering implementation barriers and increasing participant motivation that ultimately encouraged increased uptake, dosage, fidelity, and quality of SEL programming. This work furthers the emerging integration of behavioral insights into SEL program design and implementation by describing a suggested methodology for the application of behavioral insights and outlining important lessons learned that may be relevant to future projects that seek to model this approach.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000305/pdfft?md5=c9cbe84a61b5b3b117577395910c903c&pid=1-s2.0-S2773233924000305-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141728962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cultural adaptation of the DESSA high-school student self report for chinese adolescents 针对中国青少年的 DESSA 中学生自我报告的文化适应性研究

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-07-02 DOI: 10.1016/j.sel.2024.100055

Evelyn S. Johnson , Yuzhu Zheng , Matthew Buczek , Yan Ping , Daibao Guo

{"title":"Cultural adaptation of the DESSA high-school student self report for chinese adolescents","authors":"Evelyn S. Johnson , Yuzhu Zheng , Matthew Buczek , Yan Ping , Daibao Guo","doi":"10.1016/j.sel.2024.100055","DOIUrl":"https://doi.org/10.1016/j.sel.2024.100055","url":null,"abstract":"<div><p>Social and emotional skills play a pivotal role in an adolescent’s healthy development. In recent years, there has been a greater focus on the international expansion of social and emotional learning (SEL) efforts to support students’ well-being. SEL efforts in China for example, have expanded significantly to address the increasing trends in the rates of anxiety and depression among adolescents. Despite the increased focus on SEL, there remains a lack of standardized measures to inform these efforts. This study describes the application of the cultural adaptation process for assessments outlined by the International Test Commission to create a Chinese version of the DESSA High School Edition Student Self-Report (DESSA SSR). The DESSA SSR is a standardized, norm-referenced, strength-based behavior rating scale that measures the social and emotional competence of students in 9th through 12th grades. In addition to a rigorous translation process, expert cultural review and a measurement invariance study were conducted. Findings support the use of the DESSA SSR with Chinese students.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000299/pdfft?md5=d408bb84113522fcccd95848b663df96&pid=1-s2.0-S2773233924000299-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reducing teacher stress and burnout and enhancing self-efficacy through technology-supported small-group instruction 通过技术支持的小组教学减轻教师压力和职业倦怠，提高自我效能感

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-06-17 DOI: 10.1016/j.sel.2024.100053

Jacqueline Anton , Mark J. Van Ryzin

{"title":"Reducing teacher stress and burnout and enhancing self-efficacy through technology-supported small-group instruction","authors":"Jacqueline Anton , Mark J. Van Ryzin","doi":"10.1016/j.sel.2024.100053","DOIUrl":"https://doi.org/10.1016/j.sel.2024.100053","url":null,"abstract":"<div><p>Teaching is a challenging profession, and teachers experience stress due to the difficulties associated with shifting educational policies, disengaged or dissatisfied parents, and the behavioral, emotional, and academic needs of diverse students. This stress can lead to burnout, which often results in departure from K-12 education system. These stressors can also reduce teachers’ sense of self-efficacy, i.e., their perceived ability to accomplish tasks and overcome challenges. These elevated levels of stress and burnout and reductions in self-efficacy negatively impact student outcomes. In this study, we evaluated the potential for <em>cooperative learning</em> (CL) to reduce stress and burnout and enhance teacher self-efficacy. To aid in the implementation of CL and reduce the burden on teachers, we used an innovative software platform (PeerLearning.net). Data were from a cluster randomized trial encompassing 12 middle and high schools (<em>N</em> = 111 teachers, 62.2 % female, 86.5 % White). We found that teachers in intervention schools (i.e., schools given training and access to PeerLearning.net) reported reduced levels of stress and beneficial effects on self-efficacy (i.e., higher levels of Student Engagement and Instructional Strategies) and burnout (i.e., reductions in Emotional Exhaustion and higher levels of Personal Accomplishment) compared to teachers in control schools that conducted business as usual. We found no significant differences in Classroom Management (an element of self-efficacy) and Depersonalization (an element of burnout). These results suggest that CL, implemented with PeerLearning.net, can have some beneficial effects on teacher well-being.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000275/pdfft?md5=b24891c5bc408ac18f8c4f6a681f49cd&pid=1-s2.0-S2773233924000275-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141423255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Towards a dynamic, idiographic approach to describing, explaining, and enhancing the development of SEL 采用动态的、成语式的方法来描述、解释和促进 SEL 的发展

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-06-13 DOI: 10.1016/j.sel.2024.100050

Richard M. Lerner , Dian Yu , Roya Abbasi-Asl , Natasha Keces , Carolina Gonçalves , Mary H. Buckingham , Elizabeth M. Dowling , Jonathan M. Tirrell , Margaret Mackin , Kirsten Olander , Alexa Hasse , Yoon Dunham

{"title":"Towards a dynamic, idiographic approach to describing, explaining, and enhancing the development of SEL","authors":"Richard M. Lerner , Dian Yu , Roya Abbasi-Asl , Natasha Keces , Carolina Gonçalves , Mary H. Buckingham , Elizabeth M. Dowling , Jonathan M. Tirrell , Margaret Mackin , Kirsten Olander , Alexa Hasse , Yoon Dunham","doi":"10.1016/j.sel.2024.100050","DOIUrl":"10.1016/j.sel.2024.100050","url":null,"abstract":"<div><p>Human development involves intraindividual changes across the life span. Developmental changes may involve instances of change common to all individuals (nomothetic change), change common to only some groups of individuals (differential change), and change specific to an individual (idiographic change). All three types of change must be measured to obtain a holistic and integrated understanding of any facet of human development. To date, most studies of the development of social and emotional learning (SEL) skills have focused on assessing nomothetic and differential change. The analysis of data derived from this research is variable-focused, and longitudinal studies with such a focus typically do not have enough time points to model intraindividual trajectories with sufficient power. Such trajectories require analysis wherein each individual is compared to themselves across time (ipsative analyses). Change-sensitive measures used within intensive longitudinal designs and analyses are suitable for ipsative analyses of participants and enable direct comparisons of whether intraindividual trajectories are reflected in group data. We discuss research findings reflecting that meaningful idiographic changes are not reflected in group data. We also argue that future studies of SEL should integrate idiographic data with differential and nomothetic data in the service of understanding the holistic development of SEL.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S277323392400024X/pdfft?md5=301001f5c9fd7cb944878e9d010127d8&pid=1-s2.0-S277323392400024X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141397995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Keeping the lamp lit: A program profile of a community-based social-emotional training for caregivers and educators 点亮生命之灯：面向护理人员和教育工作者的社区社会情感培训项目简介

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-06-13 DOI: 10.1016/j.sel.2024.100048

Ruth Speidel , Chanel Tsang , Sian Day , Mirella DiSanto , Alyssa Keel , Diane Phu , Magdalena Diaz , Suzana Miletic , Tenneil Dhaliwal , Ashma Saldanha , Xiaotian Michelle Zhang , Tina Malti

{"title":"Keeping the lamp lit: A program profile of a community-based social-emotional training for caregivers and educators","authors":"Ruth Speidel , Chanel Tsang , Sian Day , Mirella DiSanto , Alyssa Keel , Diane Phu , Magdalena Diaz , Suzana Miletic , Tenneil Dhaliwal , Ashma Saldanha , Xiaotian Michelle Zhang , Tina Malti","doi":"10.1016/j.sel.2024.100048","DOIUrl":"10.1016/j.sel.2024.100048","url":null,"abstract":"<div><p>Developing social-emotional training opportunities for caregivers and professionals can promote higher quality care for children and families in the home and in early years services. Community-based efforts that integrate developmental-relational research into practice using a participatory approach are a growing area of interest and focus. The current paper provides a program profile of RAISE (Research and Practice Partnership: Building Awareness and Increasing Social-Emotional Capacity in the Early Years), a social-emotional training model that uses a bottom-up community-based approach to design and implement a developmental-relational training to strengthen caregivers’ and educators’ capacities to support children’s social-emotional development and mental health. We describe our training development approach, which integrates community engagement efforts with developmental-relational and clinical research, including examples of how participatory approaches may inform curricula development. Finally, we highlight several lessons learned from this training model, with the aim of informing future social-emotional development and practice initiatives.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000226/pdfft?md5=d5f0cd846e3e3d90a2fe91483a946ac8&pid=1-s2.0-S2773233924000226-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141408797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leveraging technology to address social-emotional learning during the pandemic: Findings from an efficacy trial 利用技术解决大流行病期间的社会情感学习问题：疗效试验结果

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2024-06-02 DOI: 10.1016/j.sel.2024.100045

Kylie S. Flynn, Linlin Li, Chun-Wei Huang, Ruchita Patel, Kim Luttgen, Shuangting Yang, Eunice Chow

{"title":"Leveraging technology to address social-emotional learning during the pandemic: Findings from an efficacy trial","authors":"Kylie S. Flynn, Linlin Li, Chun-Wei Huang, Ruchita Patel, Kim Luttgen, Shuangting Yang, Eunice Chow","doi":"10.1016/j.sel.2024.100045","DOIUrl":"10.1016/j.sel.2024.100045","url":null,"abstract":"<div><p>We used a cluster-randomized controlled trial to examine the impacts of a technology- and game-based social-emotional program, the <em>Adventures Aboard the S.S. GRIN (Adventures)</em>, on students’ social skills development. Eighty-eight third-grade classrooms (N = 1645 third-grade students) across four California public school districts were randomized to treatment or control. Analysis of student demographic data indicated that 49 % were male, 51 % were female, approximately one-third were Latinx, and about 50 % qualified for free and reduced lunch. Two-level hierarchical linear model analysis results indicated that <em>Adventures</em> had significant and meaningful impacts on students’ social-emotional learning (SEL) skills. The findings of <em>Adventures</em> shine new lights on a growing effort to support all students, including those identified by their teachers as having social-emotional challenges. It also expands our knowledge about the potential role of technology in addressing SEL competencies.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000196/pdfft?md5=702e6c359ef75361b9febd5676e0bea6&pid=1-s2.0-S2773233924000196-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141279964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0