Social-emotional learning and class climate among elementary-aged students in Japan
Social-emotional learning and class climate among elementary-aged students in Japan
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日本小学生的社交情感学习和班级氛围
DOI：
10.1080/21683603.2022.2075997
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发表时间：
2022
影响因子：
--
通讯作者：
& Mayu Higashida
中科院分区：
文献类型：
--
作者：
Yayoi Watanabe,Maiko Ikeda,Elina Saeki;& Mayu Higashida
这项准实验，混合方法的研究探讨了学生的班级气氛之前和之后实施了为期两周的社会和情感学习（SEL）干预在日本小学教室。样本包括131名二年级和三年级的学生。一个一次性的SEL课程，重点是提供友好的话给同行在三个教室实施。接下来是两周的强化训练，每次学生向同伴说好话时都会得到强化。一个教室用贴纸图表作为加固，两个教室用绒毛球装满了一个罐子。一间教室作为对照。在干预开始和结束时，对学生进行了干预前和干预后的调查，教师在干预结束时完成了调查。单因子变异数分析、t检定及质性分析显示，使用模糊球强化的班级，其班级气氛，尤其是教室秩序感，有显著的改善。教师对实施SEL干预的反馈包括积极和建设性的反思。这些结果可能被认为是SEL课程的发展，以提高其实用性和有效性为东亚学生群体。
This quasi-experimental, mixed methods study explored student perceptions of class climate before and after implementation of a two-week social and emotional learning (SEL) intervention in elementary classrooms in Japan. The sample consisted of 131 second and third grade students. A one-time SEL lesson focusing on offering kind words to peers was implemented in three classrooms. This was followed by two weeks of reinforcement, in which students were reinforced each time they offered kind words to a peer. One classroom used a sticker chart as the reinforcement and two classrooms filled up a jar with fuzzy balls. One classroom served as the control. Pre and post surveys were administered to students at the beginning and end of the intervention and teachers completed a survey at the end of the intervention. One-way ANOVA, t-test, and qualitative analyses revealed a significant improvement in class climate, in particular, sense of classroom orderliness, for the classrooms that used fuzzy balls as the reinforcement. Teacher feedback on the implementation of the SEL intervention included both positive and constructive reflections. These results may be considered for the development of SEL curricula to enhance its utility and effectiveness for East Asian student populations.
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