政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/153209

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/153209

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政大機構典藏 > 教育學院 > 教育學系 > 學位論文 > Item 140.119/153209

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題名:	社會情緒學習介入對幼兒社會情緒相關能力影響之後設分析 Meta-Analysis of the Effects of Social-Emotional Interventions on Early Childhood Social and Emotional Skills
作者:	江洔墻 Chiang, Chi-Chiang
貢獻者:	吳政達莊俊儒 Wu, Cheng-Da Ching, Gregory 江洔墻 Chiang, Chi-Chiang
關鍵詞:	幼兒社會情緒學習社會情緒能力挑釁行為後設分析 Early childhood social emotional learning social emotional competencie challenging behaviors meta-analysis
日期:	2024
上傳時間:	2024-09-04 14:18:58 (UTC+8)
摘要:	幼兒期是社交和情感發展的關鍵時期，也是可塑性最強和學習最快速的時期。大多數孩子在幼兒期已經開始分辨識情感，並學會調節自己的情緒，足以顯示社會情緒發展通常早於認知和行為發展，並視為其他發展領域的基石。社會情緒學習（SEL）漸受重視，在於基於實證研究顯示提升幼兒的社會情緒能力對於就學準備、減少學術差距和提高學業成就的重要，而成為當今全球的育趨勢，並能支持學生的全人發展面向。本研究針對社會情緒學習（SEL）進行了後設分析，探討了其對幼兒社會情緒相關能力的影響，包括整體的社會情緒能力、社會能力、情緒能力提升，以及挑釁行為的減少。結果顯示，接受社會情緒學習的幼兒在社會能力上顯示出顯著的正向發展，隨機效果模型中的平均效果量為 1.2092，顯示出顯著的正相關。情緒能力方面，接受社會情緒學習的幼兒也顯著正向發展，隨機效果模型中的平均效果量為 1.2752，表明教學對情緒能力的提升效果顯著。針對挑釁行為，研究發現幼兒社會情緒學習有顯著的負向影響，隨機效果模型中的平均效果量為-0.2598，顯示接受教學的幼兒在挑釁行為上有顯著改善，相對於未接受教學的幼兒，挑釁行為減少，雖然效果量屬於低度效果的行為抑制。本研究之後設分析研究證實了，幼兒社會情緒學習在提升幼兒的社會情緒能力方面及抑制挑釁行為具有顯著的影響力。研究結果建議學校應積極推行幼兒社會情緒學習，特別是建議使用廣泛性社會情緒教學方案來促進學習效果。此外，應建立幼兒社會情緒學習的專業社群，以推動相關教學方法的進一步發展。最後，呼籲研究者在未來的研究中執行後測效果追蹤，以確認幼兒社會情緒學習具有持續性的效果。 Early childhood is a critical period for social and emotional development, and characterized by high plasticity and rapid learning. Most children begin to identify and regulate their emotions during this period, which indicates that social-emotional development typically precedes cognitive and behavioral development and serves as a foundation for other developmental domains. Studies on Social-Emotional Learning (SEL) have been gaining much attention, as empirical research demonstrates its significance in enhancing school readiness, reducing academic gaps, and improving academic achievement, making it a global educational trend that supports holistic student development. This meta-analysis examines the impact of SEL on young children's social-emotional competencies, including social skills, emotional skills, and the reduction of challenging behaviors. The results show that children receiving SEL exhibit significant positive improvement in terms of social skills, with an average effect size of 1.2092 in the random effects model, indicating a significant positive correlation. In terms of emotional skills, SEL also significantly improves outcomes, with an average effect size of 1.2752, demonstrating the effectiveness of the teaching on emotional development. Regarding challenging behaviors, the study finds a significant negative impact of SEL, with an average effect size of -0.2598, showing substantial improvement in reducing challenging behaviors among children who received SEL compared to those who did not, although the effect size represents a low degree of behavior inhibition. This meta-analysis confirms the significant influence of SEL on enhancing young children's social-emotional competencies and reducing provocative behaviors. The results suggest that schools should actively implement SEL, particularly recommending the use of comprehensive SEL programs to enhance learning outcomes. Additionally, establishing professional communities for SEL in early childhood can further advance these teaching methods. Finally, it calls for researchers to conduct follow-up assessments in future studies to confirm the sustained effects of SEL.
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