تأثیر برنامه یادگیری اجتماعی- هیجانی (طرح یاریگران زندگی) بر قضاوت اخلاقی و مهارت‌های مثبت‌اندیشی دانش‌آموزان

The present study aimed to investigate the effectiveness of a socio-emotional learning program (Yarigaran-e Zendegi project) on moral judgment and positive thinking skills among sixth-grade male students. This quasi-experimental study employed a pre-test, post-test, and control group design. A sample of 60 students (30 in the experimental group, 30 in the control group) from public schools in Khoy County, Iran, was selected using a multi-stage random sampling method during the academic year 2022-2023. The experimental group participated in a 10-session, 45-minute empowerment workshop based on the book "Primary Prevention of Addiction and Risky Behaviors" (within the Shad platform). To collect data, the Gandasia and Varma Moral Judgment Test (1998) and the Ingram and Wisneski Positive Thinking Questionnaire (1988) were used. Covariance analysis revealed that the socio-emotional learning program had a significant positive impact on moral judgment and positive thinking skills (P ≤ 0.05). Moreover, it significantly influenced the components of comparison, identification, best moral response, and moral reasoning (P ≤ 0.05), but not on incomplete sentences and moral values (P ≥ 0.05). These findings indicate that the educational content of the Yarigaran-e Zendegi program is effective in improving students' moral standards.
Keywords: Social-Emotional Learning, Yari Garan, Moral Judgment, Positive Thinking Skills, Elementry Student.
 
Introduction
The development of an ethical generation with positive thinking is a crucial challenge for educational systems globally (Margoni & Surian, 2024). Ethics and moral judgment have been extensively studied, focusing on regulating relationships between individuals, nature, and society (Olson et al., 2023). Ethical dilemmas are prevalent in modern society, prompting parents and educators to seek solutions that foster moral development (Kupfer et al., 2023). A society cannot achieve psychological well-being without prioritizing ethical education and moral growth (Behzad, 2022).
Moral judgment development is rooted in Piaget and Kohlberg's theories. Kohlberg asserts that moral development stages depend on cognitive abilities, while Piaget emphasizes that moral growth arises from cognitive and social experiences, fostering respect for laws and others' rights (Li et al., 2020). Kohlberg argues that ethical education should activate children's reasoning abilities, enabling them to use moral judgment to guide their behavior (Nemati & Bardel, 2020). Personal values and emotions significantly influence moral judgment, with empathy playing a crucial role in social-emotional learning (Jang, 2023). Empathy enhances moral judgment by fostering social-emotional beliefs (Parsa, 2019). Individuals facing moral dilemmas compare ethical norms with situational factors (Lim, 2019).
Educators and psychologists emphasize that moral judgment is closely tied to emotional states. The key to resolving ethical issues lies in developing social-emotional skills (Meyers, 2019). Thus, the primary goal of any educational system should be to nurture ethical individuals, viewing this as a pathway to achieving higher human objectives (Karimi, 2018).
Positive thinking, another critical component of the social-emotional approach, involves maintaining an optimistic attitude and outlook on life (Matel-Anderson & Bekhet, 2019). Positive psychology underscores the importance of fostering positive thoughts and behaviors (Bekhet, 2017). Positive thinking is not merely about optimism but represents a holistic orientation toward life (Bekhet & Garnier-Villarreal, 2020). Teaching positive thinking skills, such as reframing negative attitudes and analyzing events constructively, enhances psychological well-being (Sayadi et al., 2015) and academic performance (Bagheri Charook et al., 2019).
Social-emotional learning (SEL) enhances moral judgment, positive thinking, and emotional competence. SEL programs improve students' academic success, social cohesion, and emotional well-being by fostering ethical standards and interpersonal skills (Yang et al., 2023). These programs help children develop empathy, self-awareness, and responsible decision-making, which are essential for moral growth (Meyers, 2019). The World Health Organization defines social-emotional competence as the ability to cope with daily challenges while maintaining mental well-being and positive behavior (Elliott, 2020). SEL equips students with skills such as emotion regulation, conflict resolution, and ethical decision-making, enabling them to thrive academically and socially (Orson et al., 2023).
This study investigates the impact of the Life Helpers Program, a social-emotional learning initiative based on the book "Primary Prevention of Addiction and Risky Behaviors," on the moral judgment and positive thinking skills of sixth-grade male students in Khoy, Iran. The program aims to immunize students against social harms while enhancing their social-emotional competencies.
Materials & Methods
This quasi-experimental study employed a pre-test and post-test design with a control group. The study population consisted of sixth-grade male students from public elementary schools in Khoy during the 2021-2022 academic year. Sixty students were selected using multi-stage random sampling and divided into experimental and control groups. The experimental group participated in a 10-session SEL program (Life Helpers Program) delivered via the Shad platform, while the control group received no intervention. Pre- and post-tests were administered to both groups, and data were analyzed using SPSS27 and covariance analysis.
The Life Helpers Program is based on the book "Primary Prevention of Addiction and Risky Behaviors," approved by Iran's Educational Research and Planning Organization. The program includes lessons on self-awareness, emotion management, and ethical decision-making. Its content validity was confirmed by university professors.
Discussion & Results
Descriptive statistics revealed that the experimental group showed significant improvements in moral judgment and positive thinking compared to the control group. The mean scores for moral judgment in the experimental group increased from 65.80 (pre-test) to 69.73 (post-test), while positive thinking scores rose from 15.26 to 19.33. In contrast, the control group exhibited minimal changes.
Covariance analysis indicated that the SEL program significantly improved moral judgment (F = 7.9, p = 0.007) and positive thinking (F = 83.12, p = 0.0001). The program's effect sizes (η² = 0.91 and 0.92, respectively) suggest that it explained 91% and 92% of the variance in these outcomes. Further analysis revealed that the program positively impacted specific dimensions of moral judgment, including diagnosis, comparison, best ethical response, and ethical reasoning. However, it had no significant effect on incomplete sentences or defining ethical values.
These findings align with previous research (Margoni & Surian, 2024; Jalilian et al., 2016; Kupfer et al., 2023), demonstrating that SEL programs enhance moral and emotional development. The Life Helpers Program's emphasis on empathy, self-regulation, and ethical reasoning likely contributed to these outcomes. However, the lack of impact on abstract concepts like ethical values may reflect developmental limitations, as children in the concrete operational stage struggle with abstract thinking (Piaget, 1952).
Conclusion
The Life Helpers Program significantly improved sixth-grade students' moral judgment and positive thinking skills, highlighting the effectiveness of SEL initiatives in fostering ethical and emotional growth. The program's success in enhancing specific dimensions of moral judgment underscores the importance of targeted interventions in education. However, its limited impact on abstract ethical concepts suggests the need for additional strategies to address these areas.
Schools and educational institutions should integrate SEL programs like the Life Helpers Program into their curricula to promote students' social, emotional, and ethical development. Training teachers in SEL methodologies and providing ongoing support can further enhance program effectiveness. Future research should explore ways to address abstract ethical concepts and evaluate the long-term impact of SEL programs on students' moral and emotional well-being.
By prioritizing social-emotional learning, educators can equip students with the skills needed to navigate ethical dilemmas, build positive relationships, and contribute to a healthier, more compassionate society. This study underscores the transformative potential of SEL programs in shaping ethical, emotionally intelligent individuals capable of thriving in an increasingly complex world.