Malinauskas Romualdas, Malinauskiene Vilija
Department of Social and Physical Education, Lithuanian Sports University, Kaunas, Lithuania.
Front Psychol. 2021 Sep 8;12:741195. doi: 10.3389/fpsyg.2021.741195. eCollection 2021.
This study aimed to examine the impact of implementing an innovative Social-Emotional Skills Training Program in physical education classes at youth schools. This study used two surveys: the Schutte Self-Report Inventory (otherwise known as the Emotional Intelligence Scale) and the Social Skills Rating System (student form). The analysis included 104 youth school students (Mage = 16.91; SD = 1.12), who were randomly selected from two youth schools in the Kaunas region. Four classes were randomly assigned into an experimental ( = 49) and a control ( = 55) group. The experimental group participated in the Social-Emotional Skills Training Program. The intervention was targeted at the following social-emotional skills: empathy, cooperation, assertion, self-control, optimism, ability to understand and analyze emotions, appraisal, and utilization of emotions. The modified physical education classes were conducted by the physical education teacher, who was instructed by the researcher. Repeated measures multivariate ANOVA was used to analyze the effects of the Social-Emotional Skills Training Program. During the experiment, the applied training procedures had a statistically significant effect on the social-emotional skills of the experimental group of youth school students. Thus, the findings demonstrate that this program (for enhancing social-emotional skills of youth school students) positively impacted the social-emotional skills of the students. These results highlight the need to consider social-emotional skills training factors when interpreting the level of social-emotional skills among youth school students.
本研究旨在考察在青年学校的体育课中实施创新型社会情感技能培训项目的影响。本研究使用了两项调查问卷：舒特自我报告量表（又称情商量表）和社会技能评定系统（学生版）。分析纳入了104名青年学校学生（年龄均值=16.91；标准差=1.12），他们是从考纳斯地区的两所青年学校中随机选取的。四个班级被随机分为实验组（n = 49）和对照组（n = 55）。实验组参与了社会情感技能培训项目。该干预针对以下社会情感技能：同理心、合作、自信表达、自我控制、乐观、理解和分析情绪的能力、情绪评估以及情绪利用。改良后的体育课由体育教师授课，体育教师接受了研究者的指导。采用重复测量多元方差分析来分析社会情感技能培训项目的效果。在实验过程中，所应用的培训程序对青年学校学生实验组的社会情感技能产生了具有统计学意义的影响。因此，研究结果表明该项目（用于提高青年学校学生的社会情感技能）对学生的社会情感技能产生了积极影响。这些结果凸显了在解读青年学校学生的社会情感技能水平时考虑社会情感技能培训因素的必要性。
