اثربخشی آموزش برخط یادگیری اجتماعی عاطفی مبتنی بر مدل کسل بر خودآگاهی، خودمدیریتی، آگاهی و مدیریت اجتماعی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترا، گروه روان‌شناسی تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد سنندج، سنندج، ایران.

2 استاد، گروه علوم توانبخشی، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی ایران، تهران، ایران.

3 استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان کردستان، سنندج، ایران

4 استادیار، گروه روان‌شناسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، سنندج، ایران.

چکیده

هدف: پژوهش حاضر باهدف ارتقای شایستگی‌های اجتماعی عاطفی به روش کسل با دانش‌آموزان ابتدایی انجام شد.
 
روش: پژوهش از نظر روش، نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون و پیگیری با گروه آزمایش بود. جامعۀ آماری شامل کلیۀ دانش‌آموزان پسر عادی مشغول به تحصیل در مدارس دورۀ دوم ابتدایی شهر قزوین در سال 1400-1399 را شامل می‌شد که از بین آن‌ها شصت دانش‌آموز به روش نمونه‌گیری در دسترس انتخاب و به‌صورت تصادفی در دو گروه آزمایش و گواه قرار گرفتند. ابزار پژوهش شامل پرسش‌نامۀ یادگیری اجتماعی عاطفی معلم و دانش‌آموز کسل (2012) و سیاهۀ رفتاری کودک آخن‌باخ (1991) بود. گروه آزمایش آموزش شایستگی اجتماعی عاطفی را طی بیست و هشت جلسه چهل و پنج‌دقیقه‌ای در چهار ماه دریافت کردند و گروه گواه هیچ مداخله‌ای دریافت نکردند. پس از اتمام جلسات آموزشی، هر دو گروه مجدداً پرسشنامه‌ها را تکمیل نمودند. گروه آزمایش پس از سه ماه برای بار سوم پرسشنامه را تکمیل کردند. برای ارزیابی اثربخشی برنامه آموزشی از تحلیل کوواریانس چندمتغیره و نرم‌افزار اس پی اس اس نسخه 22 و اسمارت پی ال اس 2 استفاده شد.
 
یافته‌ها: نتایج پژوهش نشان داد: بین دو گروه آزمایش و گواه در طی مراحل پژوهش و پیگیری تفاوت معناداری وجود دارد.
 
نتیجه‌گیری: نتایج پژوهش نشان می‌دهد که آموزش شایستگی‌های اجتماعی عاطفی به روش کسل می‌تواند به‌عنوان الگویی جهت ارتقای مهارت‌های خودآگاهی، خودمدیریتی، آگاهی اجتماعی و مدیریت اجتماعی دانش‌آموزان ابتدایی به کار گرفته شود.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Online Education of Social-Emotional Learning Based on the CASEL Model on Self-Awareness, Self-Management, Social Awareness and Management

نویسندگان [English]

  • Fatemeh Bahrami 1
  • Hassan Ashayeri 2
  • Seif-allah Rahmani 3
  • Hooshang Jadidi, 4
1 Ph.D. Student in Educational Psychology, Faculty of Humanities, Islamic Azad University, Sanandaj Branch, Iran.
2 Professor, Department of Rehabilitation Sciences, Faculty of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
3 Assistant Professor, Department of Educational Sciences, Farhangian University of Kurdistan, Sanandaj, Iran
4 Assistant Professor, Department of Psychology, Faculty of Humanities, Islamic Azad University, Sanandaj Branch, Sanandaj, Iran.
چکیده [English]

Aim: This study aimed to determine the promotion of social and emotional competency of elementary school students using the CASEL method.
 
Method: The study used a quasi-experimental pretest-posttest design with a control group and follow-up assessment. The statistical population included all community-dwelling students in the second-level elementary schools of Qazvin in the 2020-2021 academic year. Sixty students were selected using convenience sampling and were randomly assigned to experimental and control groups. Measurement tools were the social and emotional competencies questionnaires for students and teachers (CASEL, 2012) and Achenbach's Child Behavior Checklist (1991). Members of the experimental group received twenty-eight 45-minute sessions of social and emotional competence training during the course of four months, and the control group did not receive any intervention. Subsequently, both groups completed the questionnaires at the post-test, and the experimental group answered the questionnaires for a third time after three months. Multivariate analysis of covariance was used to evaluate the program's effectiveness using the SPSS v22 and SmartPLS v2 software.
 
Results: This study's findings showed a significant difference between the experimental and control groups during the experimental stages and the follow-up.
 
Conclusion: The results showed that teaching social and emotional competence using the CASEL method can improve students' self-awareness, self-management, social awareness, and social management skills.

کلیدواژه‌ها [English]

  • CASEL
  • Learning
  • Online
  • Social-Emotional
  • Strategies

مراجع

Barandak, M, and Hamidi, M. (1386). Emotional/social skills training in order to improve cognitive functions: designing and testing a training course to increase emotional intelligence. Education, 23(4 (series 92)), 29-52. SID. https://sid.ir/paper/87681/fa][Link] 
Belfield, C; Bowden, B; Klapp, A; Levin, H; Shand, R; & Zander, S. (2015). The economic value of social and emotional learning. NY: Journal of Benefit-Cost Analysis , Volume 6 , Issue 3 , Fall 2015, pp. 508 – 544. [Link]
Bowlby, J. (1980). Attachment and loss. Vintage/Ebury. [Link]
Carroll, A; Houghton, S; Forrest, K; McCarthy, M; & Sanders-O’Connor, E. (2020). Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties: SAGE Journal, 41(3), 197–217. https://doi.org/10.1177/0143034319898741.[link]
 CASEL. (2020). What is SEL? Casel.org. [link]
CASEL. (2020). What Is the CASEL Framework? - CASEL. [link]
Cefai, C; & Cooper, P. (2009). Promoting emotional education: Engaging children and young people with social, emotional and behavioural difficulties. Jessica Kingsley Publishers.[link] 
 Cefai, C; Camilleri, L. (2011). Building resilience in children. Risk and promotive factors amongst Maltese primary school children. Malta: EuroCentre for Educational Resilience and Socio-Emotional Health, University of Malta [link]
Cefai, V. Cavioni (2014). Social and Emotional Education in Primary School, New York: Springer Science + Business MediaCefai, V. Cavioni, Social and Emotional Education in Primary School, [link]
Collaborative for Academic, Social, and Emotional Learning. (2012). CASELGuide. Effective social and emotional learning programs preschool and elementary school edition. SEL.org/guide. Accessed 30 Dec 2012. [link]
Davis, Judi,(2011). "Evaluating a social skills training protocol in a private setting: Outcomes and issues" (2011).UNLV Theses, Dissertations, Professional Papers, and Capstones [Link]
Delaware, A. (1389)..Research method in psychology and educational sciences. Editing, 32,4. 558[Link]
DeRosier, M. E. (2004). Building Relationships and Combating Bullying: Effectiveness of a School-Based Social Skills Group Intervention. Journal of Clinical Child and Adolescent Psychology, 33(1), 21-31. [Link]
Durlak, J. A; & Dupre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology,41(3-4).327–350 [link]
Durlak, J. A; Weissberg, R. P; Dymnicki, A. B; Taylor, R. D; & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 474–501. [Link]
Golestaneh, M, & Behzadi, A. (2018). The effectiveness of positive psychology intervention training on increasing well-being, academic vitality and academic progress of female students. Applied Psychology Quarterly, 13(2), 187-208. doi: 10.29252/apsy.13.2.187[Link]
Greenberg, M. T; Domitrovich, C. E; Weissberg, R. P; & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. Future of Children, 27(1), 13–32. [Link]
Javanmard, J, Rajaei, A, & Khosropour, F. (2018). The effectiveness of group-based positive psychotherapy on the social, emotional and educational adjustment of maladjusted male students of the first secondary school. Applied Psychology Quarterly, 13(2), 209-227. doi: 10.29252/apsy.13.2.209 [Link]
Kheradmand, M, Zadafshar, S, Abaskhanian Dovanlu, F, & Yazdakhasti, F. (1400). The role of optimism on the mental health and post-traumatic growth of nurses in the coronary ward with the mediation of resilience and cognitive regulation of emotion. Applied Psychology Quarterly, 15(4), 33-50. doi: 10.52547/apsy.2021.222392.1070[Link]
Knight, M. (2021). Social Emotional Learning as a Universal Upstream Approach to Youth Suicide Prevention: A Secondary Data Analysis of a Prevention Program Evaluation. Doctor of Philosophy، University of Nevada, Las Vegas ( UNLV Theses, Dissertations, Professional Papers, and Capstones. [Link]
Low, S; Smolkowski, K; Cook, C; & Desfosses, D. (2019). Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time. Developmental Psychology, 55(2), 415–433. https://doi.org/10.1037/DEV0000621. [Link]  
Maslow, A. (1971). The further reaches of human nature. London: Penguin. [Link]
Minaei, Asghar. (1385). Adaptation and standardization of Achenbach's child behavior list, self-assessment questionnaire and teacher's report form. Exceptional children (Research in the field of exceptional children), 6(1 (serial 19)), 529-558. SID. https://sid.ir/paper/96298/fa[Link]
Minney, D; Garcia, J; Altobelli, J; Perez-Brena, N; & Blunk, E. (2019). Social-Emotional Learning and Evaluation in AftSchool Care: A Working Model. Journal of Youth Developement14 (3), pp. 130-145. [Link]
Mirzaei, H, and Heydari, B. (2015). The effect of social skills on academic progress in deaf and blind elementary school students in Lordegan city in the academic year of 2013-2014. International Conference on New Approaches in Human Sciences. SID. https://sid.ir/paper/828233/fa[Link]
Oberle, E; Domitrovich, C. E; Meyers, D. C; & Weissberg, R. P. (2016). Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation. Cambridge Journal of Education, 46(3), 277–297. [Link]
Parhomenko, K. (2014). Diagnostic methods of socio–emotional competence in children. Procedia SocialBehavior Science, 146, 329-333. [Link]
Sadri Demirchi, A; & Esmaili Ghazivaloii, F. (2015). The effectiveness of social-emotional skills training on the cognitive regulation of emotions and social skills of children with specific learning disorders. Learning Disabilities, 5(4), 59-86.[Link]
Sarabadani, E, Morovati, Z, & Yousefi Afrashete, M. (2019). The effect of mindfulness and anger management on the anger, anxiety and depression of bullying male students in the first secondary school. Quarterly Journal of Applied Psychological Research, 11(2), 101-120. doi: 10.22059/japr.2020.289314.643352[Link]
Schonert-Reichl, K. A. (2017). Social and Emotional Learning and Teachers. The Future of Children, 27(1), 137–155. [Link]
Sheridan, S. M; Smith, T. E; Moorman Kim, E; Beretvas, S. N; & Park, S. (2019). A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy:  Review of Educational Research (RER), 89(2), 296–33. [Link]
Stang, L; & Wells, A. (2021). The Effects of Social-Emotional Learning Strategies on Promoting Positive Behavior on Elementary Students. Retrieved from Sophia, the St. Catherine University repository website. https://sophia.stkate.edu/maed/423. [Link]
Taylor, R. D; Oberle, E; Durlak, J. A; & Weissberg, R. P. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/CDEV.12864 [Link]
Weissberg, R. P; Durlak, J. A; Domitrovich, C. E; & Gullotta,T. P. (2015). Social and emotional learning: Past, present,and future. Handbook of social and emotional learning: Research and practice (pp. 3–19). The Guilford Press. [link]
Yang, C; Bear, G. G; & May, H. (2018). Multilevel Associations between School-Wide Social-Emotional Learning Approach and Student Engagement across Elementary, Middle, and High Schools. School Psychology Review, 47(1), 45–61. [link]
Yazdkhasti, F, and Orezi Samani, H. (1390). Normization of three versions of child, parent and teacher of child behavior list in Isfahan city. Iranian Journal of Psychiatry and Clinical Psychology (thought and behavior), 17(1 (sequential 64)), 60-70. SID. https://sid.ir/paper/16874/fa[Link]

فایل ها

هم رسانی

ارجاع به این مقاله

آمار