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Social and Emotional Learning and Internalizing Problems among Adolescents: The Mediating Role of Resilience.青少年的社会情感学习与内化问题：复原力的中介作用。
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Promoting Social and Emotional Learning in Middle School: Intervention Effects of Facing History and Ourselves.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
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A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students' Self-concept and Self-esteem Throughout the Middle School Transition.多层次分析学校氛围对中学生过渡阶段自我概念和自尊轨迹的重要性。
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Differential Effectiveness of a Middle School Social and Emotional Learning Program: Does Setting Matter?中学社会与情感学习项目的差异化效果：环境因素重要吗？
J Youth Adolesc. 2018 Sep;47(9):1978-1991. doi: 10.1007/s10964-018-0897-3. Epub 2018 Jul 17.

一项基于学校的通用社会情感学习方案能否减少青少年的社交退缩和社交焦虑？

Can an Universal School-Based Social Emotional Learning Program Reduce Adolescents' Social Withdrawal and Social Anxiety?

机构信息

Centro de Investigação em Psicologia para o Desenvolvimento, Universidade Lusíada Porto, Rua de Moçambique, 21 e 71, 4100-348, Porto, Portugal.

Académico de Torres Vedras, Travessa do Quebra-Costas, 9, 2560-703, Torres Vedras, Portugal.

出版信息

J Youth Adolesc. 2023 Nov;52(11):2404-2416. doi: 10.1007/s10964-023-01840-4. Epub 2023 Aug 17.

DOI:10.1007/s10964-023-01840-4
PMID:37592193
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10495480/
Abstract

There is a lack of studies analyzing if universal school-based Social and Emotional Learning programs can reduce social withdrawal and social anxiety. This study analyzed the effectiveness of one such program on those variables, and the role of individual school climate perceptions. In this nationwide study, 704 seventh to eighth-grade Portuguese students (M = 12.96, SD = 1.09, 48% girls), of which 215 (30.6%) in the comparison group, were assessed at pretest, post-test, and follow-up seven months later. Analyses showed positive intervention results in self- and teacher-reported social withdrawal and social anxiety. Regarding school climate, intervention group students with more positive teacher-student relationships benefitted more from program participation in social anxiety. These results support the program's effectiveness for addressing social withdrawal and social anxiety.

摘要

目前缺乏研究分析通用的学校社会情感学习项目是否可以减少社交退缩和社交焦虑。本研究分析了这样一个项目对这些变量的有效性，以及个别学校氛围感知的作用。在这项全国性研究中，704 名葡萄牙 7 至 8 年级学生（M=12.96，SD=1.09，48%为女生），其中 215 名（30.6%）在对照组，在预测试、后测试和七个月后的随访中进行了评估。分析显示，在自我和教师报告的社交退缩和社交焦虑方面，干预措施取得了积极的效果。关于学校氛围，与教师关系更积极的干预组学生在社交焦虑方面从项目参与中获益更多。这些结果支持该项目在解决社交退缩和社交焦虑方面的有效性。