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

Document Type : .

Authors

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

Abstract

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).

Keywords

References

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Thinking and Children
Volume 11, Issue 1 - Serial Number 21
September 2020
Pages 283-308

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