Department of Psychology, Loyola University Chicago, Chicago, IL 60660, USA.
Child Dev. 2011 Jan-Feb;82(1):405-32. doi: 10.1111/j.1467-8624.2010.01564.x.
This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
本文呈现了对 213 项基于学校的普遍社会情感学习（SEL）计划的荟萃分析结果，这些计划涉及 270034 名幼儿园至高中学生。与对照组相比，SEL 参与者表现出明显改善的社会和情感技能、态度、行为和学业成绩，这反映了成就提高了 11 个百分点。学校教学人员成功地开展了 SEL 计划。技能发展的 4 项推荐实践的使用和实施问题的存在调节了计划结果。这些发现增加了关于 SEL 计划积极影响的日益增长的经验证据。政策制定者、教育者和公众可以通过支持将基于证据的 SEL 计划纳入标准教育实践，为儿童的健康发展做出贡献。
