激活社会移情:对校本社会和情感学习计划的评估。

Charlotte Silke , Emer Davitt , Niamh Flynn , Aileen Shaw , Bernadine Brady , Clíona Murray , Pat Dolan
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引用次数: 0

摘要

以往的证据表明,移情对于促进青少年的积极发展非常重要,越来越多的人主张在学校系统中纳入移情教育。然而,人们对基于移情的社会和情感学习(SEL)课程在小学后教育环境中的效果了解有限。目前的研究旨在评估一项新颖的、以移情为基础的 SEL 课程(即 "激活社会移情";ASE)在促进爱尔兰中学生的移情和亲社会反应方面的效果。结果中介回归模型的结果表明,与对照组相比,干预组的参与者在测试后的移情水平明显更高。结果还表明,移情对干预条件与青少年的亲社会行为、情感效能和社会责任之间的关系起着重要的中介作用。讨论总之,本研究的结果表明,参与 ASE 计划与更高的移情直接相关,而移情又与更高的亲社会反应、社会责任和情感效能间接相关。鉴于国际上越来越重视将 SEL 纳入教育课程,以及移情与青少年积极发展之间的密切联系,这些研究结果对与学校相关的研究、政策和实践具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Activating Social Empathy: An evaluation of a school-based social and emotional learning programme

Previous evidence suggests that empathy is important for promoting positive youth development, and there is growing advocacy for the inclusion of empathy education within the school system. However, knowledge about the efficacy of empathy-based social and emotional learning (SEL) programmes in post-primary school settings is limited. The current research aims to evaluate the effectiveness of a novel, empathy-based SEL programme (i.e., Activating Social Empathy; ASE) in promoting empathy and prosocial responding among secondary school students in Ireland.

Method

Participants included 539 (91 male, 392 female, 56 other) students from nine secondary schools across the Republic of Ireland (Mage = 14.29; SD =.83). Participants were randomly allocated to an intervention or a control condition, and completed self-report questionnaires at pre-test and post-test.

Results

Results from mediated regression models indicated that, in comparison to the control group, participants in the intervention condition showed significantly higher levels of empathy post-test. Results also indicated that empathy significantly mediated the relationship between condition and youth’s prosocial behaviour, emotional efficacy, and social responsibility.

Discussion

Overall, the findings from this study indicated that participation in the ASE programme was directly associated with higher empathy, which in turn was indirectly linked with greater prosocial responding, social responsibility, and emotional efficacy. Given the growing importance placed on the inclusion of SEL within education curricula internationally, and robust associations between empathy and positive youth development, these findings have important implications for school-related research, policy and practice.

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