Bowrin Pierre, Bowrin Eva, Iqbal Usman, Sanna Mattia
Ph.D. Program in Global Health and Health Security, College of Public Health, Taipei Medical University, No. 301, Yuantong Road, Zhonghe District, New Taipei City, 235603, Taiwan.
The Qodesh Institute, No. 64, Cedar Grove, Basseterre, Saint Kitts and Nevis.
J Relig Health. 2024 Dec 24. doi: 10.1007/s10943-024-02224-z.
Social-emotional competence (SEC) enables children to build successful relationships and reduces the risk of mental issues. It has been demonstrated that implementing social-emotional learning (SEL) programs helps develop students' SEC and that better results are obtained utilizing gamification. This paper illustrates the impact of the faith-infused, game-based intervention RENEW (REsilience iN Emotional and behavioral Well-being) on primary school students' SEC. The RENEW intervention was administered using the digital gamification platform Kahoot! across eight weekly sessions to a group of 45 students spanning grades four, five, seven, and eight (n = 45) at a Christian school in Taipei (Taiwan) during the 2021-2022 academic year. Before and after the intervention, the student's SEC was assessed using the Devereux Student Strengths Assessment-Mini. First, the differences between pre- and post-intervention were evaluated using a paired-sample t-test. Subsequently, the SEC relative change was analyzed with an ANOVA model that accounted for initial SEC status, gender and grade. Finally, the individual changes in the SEC category ("need for instruction", "typical", "strengths") and the individual SEC change magnitude ("null", "small", "medium", "large") were examined. The trial was registered at ClinicalTrials.gov (NCT04935593). On average, we observed an increase in SEC of 13.1%, which rose to 14.9% after adjusting for gender, grade and initial status. Moreover, eighteen students moved to a higher SEC category, and in 26 cases, a medium-to-large SEC change was observed. This study highlights the potential of classroom-wide, game-based SEL interventions to significantly enhance the SEC of primary school students. Additionally, it demonstrates that incorporating moral values into these interventions can effectively promote students' spiritual growth and character development.
社会情感能力（SEC）使儿童能够建立成功的人际关系，并降低出现心理问题的风险。已有研究表明，实施社会情感学习（SEL）项目有助于培养学生的社会情感能力，且利用游戏化手段能取得更好的效果。本文阐述了融入信仰的、基于游戏的干预项目RENEW（情绪与行为健康恢复力）对小学生社会情感能力的影响。RENEW干预是通过数字游戏化平台Kahoot！在2021 - 2022学年对台北（台湾）一所基督教学校的45名四、五、七、八年级学生（n = 45）进行的，为期八周，每周一次。在干预前后，使用德弗罗学生优势评估 - 简版对学生的社会情感能力进行评估。首先，使用配对样本t检验评估干预前后的差异。随后，采用方差分析模型分析社会情感能力的相对变化，该模型考虑了初始社会情感能力状况、性别和年级。最后，考察社会情感能力类别（“需要指导”、“典型”、“优势”）的个体变化以及社会情感能力变化幅度（“无变化”、“小”、“中”、“大”）的个体变化。该试验已在ClinicalTrials.gov（NCT04935593）注册。平均而言，我们观察到社会情感能力提高了13.1%，在调整性别、年级和初始状态后，这一比例上升至14.9%。此外，18名学生的社会情感能力类别提升，26例出现了中到大幅度的社会情感能力变化。本研究凸显了在全班范围内开展基于游戏的社会情感学习干预措施对显著提高小学生社会情感能力的潜力。此外，研究表明将道德价值观融入这些干预措施能够有效促进学生的精神成长和品格发展。
