Thinking and Children

Thinking and Children

The Effectiveness of the Strong Kids' Social-Emotional Learning Training Program on Caring Thinking and Basic Human Values toward Children

Articles in Press

Document Type : Scientific- research

Authors
Rahim Badri Gargari 1
Shahrooz Nemati 2
Zahra Fartash 3
1 Professor of Educational Psychology, Faculty of Psychology and Educational Sciences, Tabriz University, Tabriz, Iran
2 Professor of Psychology and education of exceptional children, Faculty of Psychology and Educational Sciences, Tabriz University, Tabriz, Iran
3 Ms Student in Educational Psychology, Faculty of Psychology and Educational Sciences, Tabriz University, Tabriz, Iran
Abstract
 
The current research aimed to study the effectiveness of the strong kids' social-emotional learning training program on caring thinking and basic human values toward children. in the same vein, in a semi-experimental method with a pre-test-post-test design with a control group of 40 sixth-grade elementary school students from Tabriz city in 2022-2023 with low scores in the Hedayatis' caring thinking and Schwartz's basic human values inventories ​​based on the cut point were purposeful and voluntarily selected. These people were selected through convenience and voluntary sampling method and. randomly assigned to two control and experimental groups of 20 people. the Strong Kids' Social-Emotional Learning Training package was implemented during 12 sessions of 50 to 60 minutes (one session per week) for 3 months only in the experimental group. Both groups completed the scales before and after the intervention. Multivariate covariance analysis revealed that the Strong Kids' Social-Emotional Learning Training was significantly effective on caring thinking and children's basic human values(05/0≥P.). Based on this, it can be concluded that the Strong Kids' Social-Emotional Learning Training has a strong effect on caring thinking and basic human values ​​of children. the Strong Kids' Social-Emotional Learning Training is suggested for other children as well.
Keywords: The Strong Kids' Social-Emotional Learning Training, Caring Thinking, Basic Human Values
Introduction
In contemporary education, one of the most influential aspects affecting the lives of children and adolescents is caring thinking and fundamental life values (Cohen & Cohen, 2013; Alvarez-Abarejo, 2023). Caring thinking refers to a type of heartfelt thinking, which involves thinking with emotions (Sharp, 2007). It helps students develop a strong value system for making precise and passionate decisions. Additionally, it encompasses valuing others, respecting them, showing compassion, growth and promotion, consolation, concern for others, encouragement, empathy, sympathy, gratitude, and Praise (Uluçinar & Ari, 2019). Caring thinking is also a social component that enables the presence of collaborative thinking, as creative and critical thinking skills may exist even without collaborative thinking. Only caring thinking justifies the centrality of dialogic research, which is made possible through cooperation (Alvarez-Abarejo, 2023; Lipman, 2003). Fundamental human values are another variable in this study, examined alongside caring thinking through the intervention of Strong Kids social-emotional learning. These values, derived from data collected across 70 countries, are divided into two components: the content of values and commitment to them (Sheldon & Elliot, 1998; Schwartz, 2006).
Early learning, particularly social and emotional abilities, underpins emotional, career, and educational success. Social-emotional learning programs can effectively enhance these skills in children and youth. Social-emotional learning is defined as the ability to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (Hagarty & Morgan, 2020). This study, aware of the critical challenges facing humanity today, addresses social-emotional learning in relation to caring thinking and fundamental human values in the context of Iran as a research gap.
Materials & Methods
The research design was quasi-experimental with a pretest-posttest control group. The statistical population consisted of sixth-grade students in the 2022-2023 academic year. Forty students with low levels of caring thinking and fundamental human values, based on cutoff scores from Hedayati’s Caring Thinking Questionnaire and Schwartz’s Fundamental Human Values Scale, were selected through convenience and voluntary sampling. These participants were randomly assigned to control and experimental groups of 20 each. Data were collected using Hedayati’s Caring Thinking Questionnaire (2017) and Schwartz’s Fundamental Human Values Scale (2006). The Strong Kids social-emotional learning program by Karizalz Engelman, Fioreburn, Gouldner, and Turn (2016) was implemented for the experimental group over 12 sessions (50-60 minutes each, once a week for three months). Data analysis was performed using descriptive and inferential statistics, with SPSS-24 as the software.
Discussion& result
Multivariate analysis of covariance showed that the Strong Kids social-emotional learning program significantly improved caring thinking and fundamental human values in children. These findings align with research by Dusenbury & Weissberg (2017), Ahmed et al. (2020), Hadar et al. (2020), Li et al. (2021), Neth et al. (2020), Schonert-Reichl (2017), Stein (2021), and Walker (2020). The findings suggest that students acquire a set of personal and social competencies through social-emotional learning. This process enables children and adults to gain the knowledge, attitudes, and skills needed to understand and manage emotions, set and achieve positive goals, feel and show empathy, build and maintain positive relationships, and make responsible decisions. As these competencies develop, children expand their social-emotional skills, acquire fundamental human values, improve their self-confidence and self-esteem, and enhance their academic performance (Neth et al., 2023). Caring thinking and fundamental human values appear to be influenced by the impactful processes of the training sessions. Social-emotional learning transfers a set of competencies to help individuals acquire essential life skills. This approach teaches the skills needed for self-mastery, effective and ethical relationships, and collaboration. The ultimate goal of social-emotional learning programs is to help students better understand themselves, elevate life values, and improve their interactions with peers, teachers, family, and society (Merrell et al., 2007).
Conclusion
Given the effectiveness of the Strong Kids social-emotional learning program on caring thinking and fundamental human values in children, implementing this program for other children is recommended.
Keywords
The Strong Kids' Social-Emotional Learning Training
Caring Thinking
Basic Human Values
Subjects

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Thinking and Children

Articles in Press, Accepted Manuscript
Available Online from 02 July 2025

  • Receive Date 01 September 2024
  • Revise Date 07 June 2025
  • Accept Date 29 June 2025
  • Publish Date 02 July 2025