在数位时代建立韧性、情绪调节、友善和批判性思维:对菲律宾幼稚园学童的超级大国计划的评估

Q1 Social Sciences
Rebekah Luo , Sundance Zhihong Sun , Emma Carter , Therese N Hopfenbeck
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引用次数: 0

摘要

本研究旨在通过教师和家长的看法来评估超级大国计划的影响,该计划旨在提高菲律宾幼儿园儿童的社会情感学习(SEL)和数字素养。在欠发达国家,对幼儿的网络接触进行了有限的研究。该项目侧重于培养12种性格优势,每个孩子都需要这些优势来驾驭他们的线上和线下生活。本研究采用混合方法,采用单组岗前设计,基于定量和定性数据,评估教师和家长对该计划对四种选定性格优势(弹性、情绪调节、善良和批判性思维)发展的感知影响。定量数据是通过教师自我报告的性格优势调查收集的,而定性数据是通过焦点小组讨论收集的。拉什分析证实了该测量仪器具有令人满意的心理测量特性。潜在回归分析显示,干预后所有性格强度量表均有显著改善,定性研究结果证实了这一结果。线性回归分析强调了儿童干预前能力、教师实施实践和教师与家长互动对观察到的积极干预结果的显著感知影响。这些发现表明,结构化的SEL和数字扫盲项目可以有效地提高发展中国家幼儿的性格优势,这对他们在数字时代的发展至关重要。然而,样本量小、单组设计和自我报告测量等局限性需要谨慎解释。该研究强调了综合SEL和数字扫盲计划在幼儿教育中的潜力,同时强调了在实施过程中需要文化适应和强有力的家庭-学校伙伴关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Building resilience, emotional regulation, kindness, and critical thinking in the digital age: An evaluation of the Superpowers Program on Philippine kindergarteners
This study aimed to evaluate via teacher and parent perceptions the impact of the Superpowers Program, designed to enhance social-emotional learning (SEL) and digital literacy among kindergarten children in the Philippines. Limited research has been conducted on young children’s online exposure in less-developed countries. The program focused on developing 12 character strengths that every child needs to navigate their online and offline lives. Employing a mixed-methods approach, the study utilized a single-group pre-post design to evaluate teachers’ and parents’ perceived impact of the program on the development of four selected character strengths (resilience, emotional regulation, kindness and critical thinking), based on quantitative and qualitative data. Quantitative data were collected through self-reported teacher observations using the Character Strengths Survey, while qualitative data were gathered from Focus Group Discussions. Rasch analysis confirmed satisfactory psychometric properties of the survey instrument. Latent regression analysis revealed significant improvements across all character strength scales post-intervention, with qualitative findings corroborating results. Linear regression analyses highlighted significant perceived impacts of children’s pre-intervention abilities, teacher implementation practices, and teacher-parent interactions in the observed positive outcomes of the intervention. These findings suggest that structured SEL and digital literacy programs can effectively promote character strengths crucial for navigating the digital age among young children in developing countries. However, limitations including the small sample size, single-group design and self-report measures necessitate cautious interpretation. The study underscores the potential of integrated SEL and digital literacy programs in early childhood education, while emphasizing the need for cultural adaptation and strong home-school partnerships in their implementation.
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来源期刊
CiteScore
8.90
自引率
0.00%
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审稿时长
69 days
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