学校的数字干预如何促进学生的社交和情感技能，并影响写作

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-07-25 DOI:10.1007/s40841-023-00296-1

S. McNaughton, R. Jesson

引用次数: 0

摘要

本文章由计算机程序翻译，如有差异，请以英文原文为准。

How a Digital Intervention in Schools Contributed to Students’ Social and Emotional Skills, and Impacted Writing

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How a Digital Intervention in Schools Contributed to Students’ Social and Emotional Skills, and Impacted Writing

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来源期刊

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.00

自引率

11.10%

发文量

期刊介绍： New Zealand Journal of Education Studies (NZJES) is the journal of the New Zealand Association for Research in Education. Since 1966, NZJES has published research of relevance to both the Aotearoa New Zealand and international education communities. NZJES publishes original research and scholarly writing that is insightful and thought provoking. NZJES seeks submissions of empirical (qualitative and quantitative) and non-empirical articles, including those that are methodologically or theoretically innovative, as well as scholarly essays and book reviews. The journal is multidisciplinary and interdisciplinary in approach, and committed to the principles and practice of biculturalism. In accordance with that commitment, NZJES welcomes submissions in either Maori or English, or the inclusion of the paper abstract in both English and Maori. NZJES also welcomes international submissions that shed light on matters of interest to its readership and that include reference to Aotearoa New Zealand authors and/or contexts. The journal also welcomes proposals for Special Themed Sections, which are groups of related papers curated by guest editors.NZJES is indexed in Scopus and ERIC. All articles have undergone rigorous double blind peer review by at least two expert reviewers, who are asked to adhere to the ‘Ethical Guidelines for Peer Reviewers’ published by the Committee on Publication Ethics (COPE).