Sofia Oliveira , Andreia Cardoso , Mariana Oliveira Martins , Magda Sofia Roberto , Ana Margarida Veiga-Simão , Alexandra Marques-Pinto
{"title":"弥合教师SEL培训的差距:与教师一起设计和试行在线SEL干预","authors":"Sofia Oliveira , Andreia Cardoso , Mariana Oliveira Martins , Magda Sofia Roberto , Ana Margarida Veiga-Simão , Alexandra Marques-Pinto","doi":"10.1016/j.sel.2025.100118","DOIUrl":null,"url":null,"abstract":"<div><div>This study depicts the development of an online SEL intervention for Portuguese elementary-school teachers (<em>A+</em>), through an exploratory sequential design. First, to ensure the relevance and applicability of the <em>A+</em> , ten focus group were conducted with 66 elementary-school teachers (90.9 % female, <em>M</em><sub>age</sub>=45.56 years, <em>SD</em><sub><em>age</em></sub>=5.57). Results indicated strong interest and perceived relevance among teachers regarding SEL interventions. Based on Phase 1’s identified needs and the SEL theoretical framework, a pilot version of the <em>A+</em> was designed. To evaluate the efficacy and validity of the <em>A+</em> pilot version, a pre-posttest mixed-methods design with 21 teachers (90.5 % female, <em>M</em><sub><em>age</em></sub>=49.00 years, <em>SD</em><sub><em>age</em></sub>=6.44) was conducted. Data were collected through self-report questionnaires and analyzed using Robust Linear Mixed Models. Results suggested positive effects of the <em>A</em>+ program on teachers’ positive affect, responsible decision-making skills, and well-being. Additionally, teachers expressed high levels of interest and satisfaction with the proposed content and procedures. Despite its limitations, this study presents promising indicators of the <em>A</em>+ program’s potential effectiveness and suitability.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100118"},"PeriodicalIF":0.0000,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Bridging the gap in teacher SEL training: Designing and piloting an online SEL intervention with and for teachers\",\"authors\":\"Sofia Oliveira , Andreia Cardoso , Mariana Oliveira Martins , Magda Sofia Roberto , Ana Margarida Veiga-Simão , Alexandra Marques-Pinto\",\"doi\":\"10.1016/j.sel.2025.100118\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This study depicts the development of an online SEL intervention for Portuguese elementary-school teachers (<em>A+</em>), through an exploratory sequential design. First, to ensure the relevance and applicability of the <em>A+</em> , ten focus group were conducted with 66 elementary-school teachers (90.9 % female, <em>M</em><sub>age</sub>=45.56 years, <em>SD</em><sub><em>age</em></sub>=5.57). Results indicated strong interest and perceived relevance among teachers regarding SEL interventions. Based on Phase 1’s identified needs and the SEL theoretical framework, a pilot version of the <em>A+</em> was designed. To evaluate the efficacy and validity of the <em>A+</em> pilot version, a pre-posttest mixed-methods design with 21 teachers (90.5 % female, <em>M</em><sub><em>age</em></sub>=49.00 years, <em>SD</em><sub><em>age</em></sub>=6.44) was conducted. Data were collected through self-report questionnaires and analyzed using Robust Linear Mixed Models. Results suggested positive effects of the <em>A</em>+ program on teachers’ positive affect, responsible decision-making skills, and well-being. Additionally, teachers expressed high levels of interest and satisfaction with the proposed content and procedures. Despite its limitations, this study presents promising indicators of the <em>A</em>+ program’s potential effectiveness and suitability.</div></div>\",\"PeriodicalId\":101165,\"journal\":{\"name\":\"Social and Emotional Learning: Research, Practice, and Policy\",\"volume\":\"5 \",\"pages\":\"Article 100118\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2025-05-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Social and Emotional Learning: Research, Practice, and Policy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2773233925000427\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social and Emotional Learning: Research, Practice, and Policy","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2773233925000427","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Bridging the gap in teacher SEL training: Designing and piloting an online SEL intervention with and for teachers
This study depicts the development of an online SEL intervention for Portuguese elementary-school teachers (A+), through an exploratory sequential design. First, to ensure the relevance and applicability of the A+ , ten focus group were conducted with 66 elementary-school teachers (90.9 % female, Mage=45.56 years, SDage=5.57). Results indicated strong interest and perceived relevance among teachers regarding SEL interventions. Based on Phase 1’s identified needs and the SEL theoretical framework, a pilot version of the A+ was designed. To evaluate the efficacy and validity of the A+ pilot version, a pre-posttest mixed-methods design with 21 teachers (90.5 % female, Mage=49.00 years, SDage=6.44) was conducted. Data were collected through self-report questionnaires and analyzed using Robust Linear Mixed Models. Results suggested positive effects of the A+ program on teachers’ positive affect, responsible decision-making skills, and well-being. Additionally, teachers expressed high levels of interest and satisfaction with the proposed content and procedures. Despite its limitations, this study presents promising indicators of the A+ program’s potential effectiveness and suitability.