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題名 社會情緒學習介入對幼兒社會情緒相關能力影響之後設分析
Meta-Analysis of the Effects of Social-Emotional Interventions on Early Childhood Social and Emotional Skills作者 江洔墻
Chiang, Chi-Chiang貢獻者 吳政達<br>莊俊儒
Wu, Cheng-Da<br>Ching, Gregory
江洔墻
Chiang, Chi-Chiang關鍵詞 幼兒社會情緒學習
社會情緒能力
挑釁行為
後設分析
Early childhood
social emotional learning
social emotional competencie
challenging behaviors
meta-analysis日期 2024 上傳時間 4-九月-2024 14:18:58 (UTC+8) 摘要 幼兒期是社交和情感發展的關鍵時期，也是可塑性最強和學習最快速的 時期。大多數孩子在幼兒期已經開始分辨識情感，並學會調節自己的情緒，足以顯示社會情緒發展通常早於認知和行為發展，並視為其他發展領域的基石。社會情緒學習（SEL）漸受重視，在於基於實證研究顯示提升幼兒的社會情緒能力對於就學準備、減少學術差距和提高學業成就的重要，而成為當今全球的育趨勢，並能支持學生的全人發展面向。 本研究針對社會情緒學習（SEL）進行了後設分析，探討了其對幼兒社會情 緒相關能力的影響，包括整體的社會情緒能力、社會能力、情緒能力提升，以及挑釁行為的減少。結果顯示，接受社會情緒學習的幼兒在社會能力上顯示出顯著的正向發展，隨機效果模型中的平均效果量為 1.2092，顯示出顯著的正相關。情緒能力方面，接受社會情緒學習的幼兒也顯著正向發展，隨機效果模型中的平均效果量為 1.2752，表明教學對情緒能力的提升效果顯著。針對挑釁行為，研究發現幼兒社會情緒學習有顯著的負向影響，隨機效果模型中的平均效果量為-0.2598，顯示接受教學的幼兒在挑釁行為上有顯著改善，相對於未接受教學的幼兒，挑釁行為減少，雖然效果量屬於低度效果的行為抑制。 本研究之後設分析研究證實了，幼兒社會情緒學習在提升幼兒的社會情緒 能力方面及抑制挑釁行為具有顯著的影響力。研究結果建議學校應積極推行幼兒社會情緒學習，特別是建議使用廣泛性社會情緒教學方案來促進學習效果。此外，應建立幼兒社會情緒學習的專業社群，以推動相關教學方法的進一步發展。最後，呼籲研究者在未來的研究中執行後測效果追蹤，以確認幼兒社會情緒學習具有持續性的效果。
Early childhood is a critical period for social and emotional development, and characterized by high plasticity and rapid learning. Most children begin to identify and regulate their emotions during this period, which indicates that social-emotional development typically precedes cognitive and behavioral development and serves as a foundation for other developmental domains. Studies on Social-Emotional Learning (SEL) have been gaining much attention, as empirical research demonstrates its significance in enhancing school readiness, reducing academic gaps, and improving academic achievement, making it a global educational trend that supports holistic student development. This meta-analysis examines the impact of SEL on young children's social-emotional competencies, including social skills, emotional skills, and the reduction of challenging behaviors. The results show that children receiving SEL exhibit significant positive improvement in terms of social skills, with an average effect size of 1.2092 in the random effects model, indicating a significant positive correlation. In terms of emotional skills, SEL also significantly improves outcomes, with an average effect size of 1.2752, demonstrating the effectiveness of the teaching on emotional development. Regarding challenging behaviors, the study finds a significant negative impact of SEL, with an average effect size of -0.2598, showing substantial improvement in reducing challenging behaviors among children who received SEL compared to those who did not, although the effect size represents a low degree of behavior inhibition. This meta-analysis confirms the significant influence of SEL on enhancing young children's social-emotional competencies and reducing provocative behaviors. 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Building academic success on social and emotional learning: What does the research say? Teachers College Record, 106(9), 1939-1966. 描述 博士
國立政治大學
教育學系
103152512資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103152512 資料類型 thesis dc.contributor.advisor 吳政達<br>莊俊儒 zh_TW dc.contributor.advisor Wu, Cheng-Da<br>Ching, Gregory en_US dc.contributor.author (作者) 江洔墻 zh_TW dc.contributor.author (作者) Chiang, Chi-Chiang en_US dc.creator (作者) 江洔墻 zh_TW dc.creator (作者) Chiang, Chi-Chiang en_US dc.date (日期) 2024 en_US dc.date.accessioned 4-九月-2024 14:18:58 (UTC+8) - dc.date.available 4-九月-2024 14:18:58 (UTC+8) - dc.date.issued (上傳時間) 4-九月-2024 14:18:58 (UTC+8) - dc.identifier (其他 識別碼) G0103152512 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153209 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 103152512 zh_TW dc.description.abstract (摘要) 幼兒期是社交和情感發展的關鍵時期，也是可塑性最強和學習最快速的 時期。大多數孩子在幼兒期已經開始分辨識情感，並學會調節自己的情緒，足以顯示社會情緒發展通常早於認知和行為發展，並視為其他發展領域的基石。社會情緒學習（SEL）漸受重視，在於基於實證研究顯示提升幼兒的社會情緒能力對於就學準備、減少學術差距和提高學業成就的重要，而成為當今全球的育趨勢，並能支持學生的全人發展面向。 本研究針對社會情緒學習（SEL）進行了後設分析，探討了其對幼兒社會情 緒相關能力的影響，包括整體的社會情緒能力、社會能力、情緒能力提升，以及挑釁行為的減少。結果顯示，接受社會情緒學習的幼兒在社會能力上顯示出顯著的正向發展，隨機效果模型中的平均效果量為 1.2092，顯示出顯著的正相關。情緒能力方面，接受社會情緒學習的幼兒也顯著正向發展，隨機效果模型中的平均效果量為 1.2752，表明教學對情緒能力的提升效果顯著。針對挑釁行為，研究發現幼兒社會情緒學習有顯著的負向影響，隨機效果模型中的平均效果量為-0.2598，顯示接受教學的幼兒在挑釁行為上有顯著改善，相對於未接受教學的幼兒，挑釁行為減少，雖然效果量屬於低度效果的行為抑制。 本研究之後設分析研究證實了，幼兒社會情緒學習在提升幼兒的社會情緒 能力方面及抑制挑釁行為具有顯著的影響力。研究結果建議學校應積極推行幼兒社會情緒學習，特別是建議使用廣泛性社會情緒教學方案來促進學習效果。此外，應建立幼兒社會情緒學習的專業社群，以推動相關教學方法的進一步發展。最後，呼籲研究者在未來的研究中執行後測效果追蹤，以確認幼兒社會情緒學習具有持續性的效果。 zh_TW dc.description.abstract (摘要) Early childhood is a critical period for social and emotional development, and characterized by high plasticity and rapid learning. Most children begin to identify and regulate their emotions during this period, which indicates that social-emotional development typically precedes cognitive and behavioral development and serves as a foundation for other developmental domains. Studies on Social-Emotional Learning (SEL) have been gaining much attention, as empirical research demonstrates its significance in enhancing school readiness, reducing academic gaps, and improving academic achievement, making it a global educational trend that supports holistic student development. This meta-analysis examines the impact of SEL on young children's social-emotional competencies, including social skills, emotional skills, and the reduction of challenging behaviors. The results show that children receiving SEL exhibit significant positive improvement in terms of social skills, with an average effect size of 1.2092 in the random effects model, indicating a significant positive correlation. In terms of emotional skills, SEL also significantly improves outcomes, with an average effect size of 1.2752, demonstrating the effectiveness of the teaching on emotional development. Regarding challenging behaviors, the study finds a significant negative impact of SEL, with an average effect size of -0.2598, showing substantial improvement in reducing challenging behaviors among children who received SEL compared to those who did not, although the effect size represents a low degree of behavior inhibition. This meta-analysis confirms the significant influence of SEL on enhancing young children's social-emotional competencies and reducing provocative behaviors. The results suggest that schools should actively implement SEL, particularly recommending the use of comprehensive SEL programs to enhance learning outcomes. Additionally, establishing professional communities for SEL in early childhood can further advance these teaching methods. Finally, it calls for researchers to conduct follow-up assessments in future studies to confirm the sustained effects of SEL. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 5 第三節 重要名詞解釋 6 第四節 研究範圍及限制 8 第二章 文獻探討 11 第一節 幼兒社會情緒學習發展脈絡 11 第二節 幼兒社會情緒學習之意涵、介入方案及介入效果 14 第三節 幼兒社會情緒學習方案介入與發展效果之文獻計量分析 25 第四節 幼兒社會情緒學習方案介入與發展效果之相關後設分析 33 第三章 研究設計與實施 45 第一節 研究架構 45 第二節 研究假設 45 第三節 研究方法與流程 46 第四節 資料來源界定與分析方法 50 第四章 研究結果與討論 61 第一節 幼兒社會情緒學習對其社會情緒相關能力之後設分析 61 第二節 幼兒社會情緒學習對其挑釁行為影響之後設分析 74 第三節 綜合討論 79 第五章 結論與建議 83 第一節 研究結論 83 第二節 研究建議 84 參考文獻 87 壹、中文部分 87 貳、外文部分 87 附 錄：社會情緒學習對幼兒社會情緒發展相關能力影響之樣本資料 101 zh_TW dc.format.extent 3967075 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103152512 en_US dc.subject (關鍵詞) 幼兒社會情緒學習 zh_TW dc.subject (關鍵詞) 社會情緒能力 zh_TW dc.subject (關鍵詞) 挑釁行為 zh_TW dc.subject (關鍵詞) 後設分析 zh_TW dc.subject (關鍵詞) Early childhood en_US dc.subject (關鍵詞) social emotional learning en_US dc.subject (關鍵詞) social emotional competencie en_US dc.subject (關鍵詞) challenging behaviors en_US dc.subject (關鍵詞) meta-analysis en_US dc.title (題名) 社會情緒學習介入對幼兒社會情緒相關能力影響之後設分析 zh_TW dc.title (題名) Meta-Analysis of the Effects of Social-Emotional Interventions on Early Childhood Social and Emotional Skills en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、中文部分 尹希剛、呂陽、沙忠利（2020）。基於Bibexcel和Pajek的海洋生態環境保護領域科學計量與知識圖譜分析。海洋科學，44（8）：239-251。https://doi.org/10.11759/hykx20200517001 周曉林、高定國譯（2018）。認知神經科學 : 關於心智的生物學。北京 : 中囯輕工業出版社。 張綵茜、李佩璿（2022）。社會情緒學習是什麼？瞭解社會情緒學習技巧、優點與情緒量表。親子天下。https://www.parenting.com.tw/columnist/786 蔡昆瀛、陳介宇（2011）。嬰幼兒社會情緒發展與評量之探討。國小特殊教育， 51：29-40。 詹志禹（1988）。後設分析-量化量化的文獻探討分析法。思與言。26（4），311-325。 貳、外文部分 Abry, T., Latham, S., Bassok, D., & LoCasale-Crouch, J. 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