مداخلات به هنگام آموزش اجتماعی-هیجانی در کودکان دبستانی: مطالعه مروری نظامند

نوع مقاله : علمی-مروری

نویسندگان

1 دانشیار روانشناسی و آموزش کودکان استثنایی گروه روانشناسی و علوم تربیتی، دانشگاه تبریز،تبریز، ایران

2 دانشجوی دکتری روانشناسی تربیتی ، دانشگاه تبریز.تبریز،ایران

چکیده

هدف مطالعه حاضر بررسی مروری نظامند مداخلات به هنگام آموزش مهارت‌های اجتماعی هیجانی در کودکان دبستانی بود. در پژوهش حاضر از طریق پژوهش مروری نظامند و جستجوی کلیدواژه­های تخصصی در ارتباط با آموزش مهارت‌های هیجانی-اجتماعی در کودکان دبستانی در پایگاه­های اطلاعاتی تخصصی ایران و جهان‌بین شامل ) Pupmed, Springer, ProQuest, Scopus, Elsevier, Science direct, Google Scholar, Magiran)سال‌های 2019-2007 و سال‌های 1395-1390یافته­ها و داده های موردنظر برای دستیابی به هدف پژوهش حاضر مورد بررسی قرار گرفت. داده ها با استفاده از روش پریسما مورد تحلیل قرار گرفت. از 18 پژوهش انجام‌شده، بیشتر پژوهش‌ها (14 پژوهش) بر روی آزمودنی‌های دارای کودکان عادی دبستانی از سن 10 تا 11 و در پایه 5-4 انجام‌شده است. اغلب پژوهش‌های انجام‌شده از نوع مطالعات آزمایشی می‌باشند (با فراوانی 16 پژوهش). نتایج مداخلات به هنگام آموزش مهارت‌های اجتماعی-هیجانی در کودکان دبستانی در مؤلفه‌های کنترل خود، خودآگاهی، آگاهی اجتماعی، روابط اجتماعی، تصمیم‌گیری مسئولانه و خودتنظیمی برابر با 6،10،15،13،13،17 مطالعه مورد ارزیابی قرارگرفته است. نتایج این پژوهش‌ها نشان می دهد در بهبود شایستگی‌های آموزش اجتماعی-هیجانی ( کنترل خود، خودآگاهی و خودتنظیمی)  و عدم تأثیرگذاری در مؤلفه‌های شایستگی‌های اجتماعی( آگاهی اجتماعی، روابط اجتماعی و تصمیم‌گیری مسئولانه پذیر) نمایان است.

کلیدواژه‌ها


عنوان مقاله [English]

Timely Interventions in Social and Emotional Learning in Elementary School Students: A Systematic Review

نویسندگان [English]

  • Shahrooz Nemati 1
  • Mohammad Bardel 2
1 Associate Professor of Psychology and Education of Exceptional Children, Department of Psychology and Educational Sciences, University of Tabriz, Iran
2 Ph. D. Student in Educational Psychology, University of Tabriz, Iran
چکیده [English]

The current study seeks to provide a systematic review of timely interventions in learning social and emotional skills among elementary school students. Through a systematic review and searching specific keywords related to the research subject in specialized databases in Iran and the world (including Pupmed, Springer, ProQuest, Scopus, Elsevier, Science Direct, Google Scholar, and Magiran) during the years of 2007-2019, the data obtained were examined in accordance with the research objective. Data analysis were carried out using PRISMA. Among a number of 18 research studies, the most were conducted on subjects aged 10 to 11 years old at grades 4 and 5 in normal elementary schools (n=14). The type of experimental design was used in most studies (f=16). The findings of timely interventions of learning social and emotional skills among elementary school students have been evaluated for the components of self-control, self-awareness, social awareness, social relations, responsible decision-making and self-regulation, observed in 17, 13, 13, 15, 10 and 6 studies, respectively. The results indicate the improvement of social and emotional competencies (self-control, self-awareness and self-regulation) and the lack of effectiveness in the components of social competencies (social awareness, social relations and responsible decision-making).

کلیدواژه‌ها [English]

  • Social and Emotional Skills
  • Elementary School Students
  • Systematic Review
  • PRISMA
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