Effects of a school-based social-emotional competence program: Linking children's goals, attributions, and behavior
Effects of a school-based social-emotional competence program: Linking children's goals, attributions, and behavior
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DOI：
10.1016/j.appdev.2004.12.002
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发表时间：
2005-03-01
影响因子：
3
通讯作者：
Hirschsten, MK
中科院分区：
文献类型：
--
作者：
Frey, KS;Nolen, SB;Hirschsten, MK
本研究探讨了第二步社会情绪学习计划的效果，并探讨了社会认知与亲社会和反社会行为之间的关系。干预组和对照组的儿童（N = 1，253）在两种冲突情况下通过教师评分、自我报告和观察进行评估。干预儿童更倾向于亲社会的目标，并给予平等主义的理由比控制儿童的满意度。干预儿童也需要较少的成人干预，表现得不那么咄咄逼人，（女孩）更合作。教师对社会行为的评价随着时间的推移而有所改善。个人和二人行为不同的功能的目标，敌对的归因，和态度一致的二人。研究结果进行了讨论与社会认知模型的侵略和亲社会行为。(C)2005年爱思唯尔公司All rights reserved.
This study examined the effects of the Second Step social-emotional learning program and addressed the relations between social cognitions and prosocial and antisocial behavior. Children (N = 1,253) in intervention and control groups were assessed by teacher ratings, self report, and observation in two conflict situations. Intervention children were more likely to prefer prosocial goals and give egalitarian reasons for satisfaction than control children. Intervention children also required less adult intervention, and behaved less aggressively and (among girls) more cooperatively. Teacher ratings of social behavior showed improvement over time. Individual and dyadic behavior varied as a function of goals, hostile attributions, and attitude concordance within dyads. Findings are discussed with respect to social-cognitive models of aggression and prosocial behavior. (C) 2005 Elsevier Inc. All rights reserved.