In this editorial,we comment on the article Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs by Liu et al.While the article focused on the issue of sui...In this editorial,we comment on the article Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs by Liu et al.While the article focused on the issue of suicide and social-emotional learning programs as a possible intervention,we here discuss evidence of other reported outcomes and if it could be an effective way to prevent substance abuse among adolescents.展开更多
Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of sui...Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.展开更多
Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Sha...Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Shanghai.It aims to assess how Chinese preschool teachers effectively put into action the SEL curriculum,considering knowledge,emotions,perception,and behavior dimensions.Utilizing NVivo12 software,interviews with 10 teachers are analyzed,revealing that advancements in teachers’social and emotional competencies correlate with their ability to transform SEL knowledge into practice.Teachers’perceptions of SEL significance reflect their level of SEL knowledge and influence their daily practice.Moreover,education integrating knowledge with emotions is achieved by combining knowledge,emotions,and perception.The findings highlight the following approaches to be adopted for better SEL curriculum outcomes,suggesting enhancing teachers’cultural sensitivity and exploring SEL within the Chinese cultural context,establishing a community of SEL practices to facilitate dialogue between teachers’personal knowledge and authoritative knowledge,and providing targeted support for teachers’work integrating knowledge with emotions.展开更多
社会与情绪学习(Social and Emotional Learning)由美国学者首先提出,在欧美等西方发达国家实施和发展了20年,其内涵、实质、类型和教育功能等方面逐渐清晰。本文对国外现有社会与情绪学习相关研究进行综述,全面阐述社会与情绪学习的内...社会与情绪学习(Social and Emotional Learning)由美国学者首先提出,在欧美等西方发达国家实施和发展了20年,其内涵、实质、类型和教育功能等方面逐渐清晰。本文对国外现有社会与情绪学习相关研究进行综述,全面阐述社会与情绪学习的内涵、实质、类型和教育功能,为国内学者和民众对社会与情绪学习进行深入了解及后续相关研究提供参考。展开更多
This research investigates the practical effects and challenges of Social-Emotional Learning(SEL)in elementary education through a mixed-methods approach.The study involved a thorough analysis of SEL’s impact on stud...This research investigates the practical effects and challenges of Social-Emotional Learning(SEL)in elementary education through a mixed-methods approach.The study involved a thorough analysis of SEL’s impact on students’emotional development,social skills,academic performance,and behavioral issues across three case study schools.Findings indicate significant positive effects of SEL on students’abilities to recognize and manage emotions,engage in social interactions,and improve academic achievements.However,challenges such as teacher training,curriculum integration,family and community involvement,and resource limitations were identified.The study concludes with recommendations for enhancing SEL practices in elementary education,emphasizing systematic teacher training,curriculum design,and continuous assessment and improvement.Future research directions are suggested to explore the long-term effects of SEL and its adaptation in various educational contexts.展开更多
流形学习是为了寻找高维空间中观测数据的低维嵌入.作为一种有效的非线性维数约减方法,流形学习被广泛应用于数据挖掘、模式识别等机器学习领域.然而,对于样本外点学习、增量学习和在线学习等流形学习方法,面对流式大数据的学习算法时...流形学习是为了寻找高维空间中观测数据的低维嵌入.作为一种有效的非线性维数约减方法,流形学习被广泛应用于数据挖掘、模式识别等机器学习领域.然而,对于样本外点学习、增量学习和在线学习等流形学习方法,面对流式大数据的学习算法时间效率较低.为此提出了一种新的基于增量切空间的自适应流式大数据学习算法(self-adaptive streaming big data learning algorithm based on incremental tangent space alignment,SLITSA),该算法采用增量PCA的思想,增量地构造子空间,能在线或增量地检测数据流中的内在低维流形结构,在迭代过程中构建新的切空间进行调准,保证了算法的收敛性并降低了重构误差.通过人工数据集以及真实数据集上的实验表明:该算法分类精度和时间效率优于其他学习算法,可推广到在线或流式大数据的应用当中.展开更多
文摘In this editorial,we comment on the article Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs by Liu et al.While the article focused on the issue of suicide and social-emotional learning programs as a possible intervention,we here discuss evidence of other reported outcomes and if it could be an effective way to prevent substance abuse among adolescents.
文摘Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.
文摘Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Shanghai.It aims to assess how Chinese preschool teachers effectively put into action the SEL curriculum,considering knowledge,emotions,perception,and behavior dimensions.Utilizing NVivo12 software,interviews with 10 teachers are analyzed,revealing that advancements in teachers’social and emotional competencies correlate with their ability to transform SEL knowledge into practice.Teachers’perceptions of SEL significance reflect their level of SEL knowledge and influence their daily practice.Moreover,education integrating knowledge with emotions is achieved by combining knowledge,emotions,and perception.The findings highlight the following approaches to be adopted for better SEL curriculum outcomes,suggesting enhancing teachers’cultural sensitivity and exploring SEL within the Chinese cultural context,establishing a community of SEL practices to facilitate dialogue between teachers’personal knowledge and authoritative knowledge,and providing targeted support for teachers’work integrating knowledge with emotions.
文摘社会与情绪学习(Social and Emotional Learning)由美国学者首先提出,在欧美等西方发达国家实施和发展了20年,其内涵、实质、类型和教育功能等方面逐渐清晰。本文对国外现有社会与情绪学习相关研究进行综述,全面阐述社会与情绪学习的内涵、实质、类型和教育功能,为国内学者和民众对社会与情绪学习进行深入了解及后续相关研究提供参考。
文摘This research investigates the practical effects and challenges of Social-Emotional Learning(SEL)in elementary education through a mixed-methods approach.The study involved a thorough analysis of SEL’s impact on students’emotional development,social skills,academic performance,and behavioral issues across three case study schools.Findings indicate significant positive effects of SEL on students’abilities to recognize and manage emotions,engage in social interactions,and improve academic achievements.However,challenges such as teacher training,curriculum integration,family and community involvement,and resource limitations were identified.The study concludes with recommendations for enhancing SEL practices in elementary education,emphasizing systematic teacher training,curriculum design,and continuous assessment and improvement.Future research directions are suggested to explore the long-term effects of SEL and its adaptation in various educational contexts.
文摘流形学习是为了寻找高维空间中观测数据的低维嵌入.作为一种有效的非线性维数约减方法,流形学习被广泛应用于数据挖掘、模式识别等机器学习领域.然而,对于样本外点学习、增量学习和在线学习等流形学习方法,面对流式大数据的学习算法时间效率较低.为此提出了一种新的基于增量切空间的自适应流式大数据学习算法(self-adaptive streaming big data learning algorithm based on incremental tangent space alignment,SLITSA),该算法采用增量PCA的思想,增量地构造子空间,能在线或增量地检测数据流中的内在低维流形结构,在迭代过程中构建新的切空间进行调准,保证了算法的收敛性并降低了重构误差.通过人工数据集以及真实数据集上的实验表明:该算法分类精度和时间效率优于其他学习算法,可推广到在线或流式大数据的应用当中.
