学校场域中的社会情感学习能否促进学生亲社会行为发展?——基于33篇国际实证研究的元分析  

Can Social Emotional Learning in the School Field Promote the Development of Prosocial Behavior?--A Meta-Analysis Based on 33 International Empirical Studies

作　　者：周琴 邓庭艳[2] ZHOU Qin;DENG Tingyan(Southwest Ethnic Education and Psychological Research Center Primary and Middle School Students,Southwest University,Chongqing 400715,China;College of Teachers Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学西南民族教育与心理研究中心,重庆400715 [2]西南大学教师教育学院,重庆400715

出　　处：《外国教育研究》2025年第2期16-32,共17页Studies in Foreign Education

基　　金：2020年国家社会科学基金一般项目“西南民族地区易地扶贫搬迁移民儿童的文化适应与教育对策研究”(项目编号:20BMZ077)。

摘　　要：在既有研究中,学校场域中的社会情感学习对学生亲社会行为的影响存在分歧。为明确前者对后者的整体影响力度及调节因素,可以运用元分析方法对相关研究进行整合分析,共计纳入33篇国内外文献,41个效应量,总样本量为36069人。异质性检验和发表偏倚检验表明,随机效应模型较为合适且不存在发表偏倚。主效应和调节效应检验结果发现,学校场域中社会情感学习对学生的亲社会行为具有小幅度的显著性正向影响,其影响程度受到国家(地区)、学段、干预周期和不同观测者的调节,但不受学生性别、干预方式和测量工具的调节。研究结果进一步验证了情绪智力理论的观点,即社会情感能力能够引发个体对他人行为的判断和情绪体验,进而助力亲社会行为的产生。故此,为促进学生亲社会行为的发展,应拓宽社会情感学习的场域,立足学科课程融合渗透,推动“大中小幼”一体化。There are differences in the existing research on the influence of social emotional learning on students'prosocial behavior in school field.In order to clarify the overall influence of the former on the latter and the adjustment factors,the study used meta-analysis method.A total of 33 aritcles at home and abroad,41 effect sizes,and a total sample size of 36069 people were included.Heterogeneity test and publication bias test showed that the random effect model was appropriate and there was no publication bias.The main effect and the adjustment effect test results showed that the social emotional learning in school field had a small degree of significant positive impact on students'prosocial behavior;the relationship between the two was regulated by country(region),school stage,intervention period and different observers,but not by students'gender,intervention procedures and measurement tools.The results of this study further support the view of emotional intelligence theory,that is,social affective competence can trigger individual judgment and emotional experience of other people's behavior,and then promote the production of prosocial behavior.In order to promote the development of students'prosocial behavior,it is necessary to broaden the field of social emotional learning,based on the integration of subject courses,and promote the integration of all school segment.

关 键 词：学校场域 亲社会行为 社会情感学习 学生 元分析 

分 类 号：G622.4[文化科学—教育学]