促进初中阶段的社会情感学习：“正视历史与自我”项目的干预效果
Promoting Social and Emotional Learning in Middle School: Intervention Effects of Facing History and Ourselves.
作者信息
Domitrovich Celene E, Harris Alexis R, Syvertsen Amy K, Morgan Nicole, Jacobson Linda, Cleveland Michael, Moore Julia E, Greenberg Mark T
机构信息
Georgetown University, 3303 Whitehaven Street, NW, Washington, DC, 20057, USA.
Pennsylvania State University, 314 Biobehavioral Health Building, State College, PA, 16803, USA.
出版信息
J Youth Adolesc. 2022 Jul;51(7):1426-1441. doi: 10.1007/s10964-022-01596-3. Epub 2022 Mar 22.
There are fewer evidence-based social and emotional learning programs for middle school students compared to younger grades. This randomized controlled trial tests the effectiveness of Facing History and Ourselves (hereafter, Facing History) with a sample of 694 (Facing History n = 437; Comparison n = 257) students from a low-resourced school district. Youth self-identified as female (59%), Black/African American (61%), Hispanic/Latinx (18%), White (2%), and multi-racial or some other race/ethnicity (19%). Intervention students perceived their classrooms as more caring and democratic than students in the comparison group. They reported higher levels of empathy, prosocial behavior, and stronger participatory citizenship beliefs. This study expands the evidence-based of effective SEL programs available to schools.
与低年级学生相比，针对中学生的循证社会情感学习项目较少。这项随机对照试验以一个资源匮乏学区的694名学生（“面对历史与自我”项目组n = 437；对照组n = 257）为样本，测试了“面对历史与自我”（以下简称“面对历史”）项目的有效性。青少年自我认定的性别为女性（59%），黑人/非裔美国人（61%），西班牙裔/拉丁裔（18%），白人（2%），以及多种族或其他种族/族裔（19%）。与对照组的学生相比，参与干预项目的学生觉得他们的课堂更具关怀性和民主性。他们报告称自己的同理心、亲社会行为水平更高，且具有更强的参与性公民信念。本研究扩充了可供学校使用的有效社会情感学习项目的循证依据。
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