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
积极有效的公共参与是培养学生成为“时代新人”的关键。研究利用Survey on Social and Emotional Skills(SSES 2023)的中国济南调查数据,考察10岁和15岁组学生的公共参与现状,并探究社会与情感能力对公共参与的影响及其作用机制。结果...积极有效的公共参与是培养学生成为“时代新人”的关键。研究利用Survey on Social and Emotional Skills(SSES 2023)的中国济南调查数据,考察10岁和15岁组学生的公共参与现状,并探究社会与情感能力对公共参与的影响及其作用机制。结果发现:(1)超半数参与调查的学生未参加过环境保护和志愿服务相关的公共活动,公共参与人数随参与频率的增加而降低,且10岁组学生公共参与频率显著高于15岁组学生;(2)果敢、创造性与成就动机是影响学生公共参与的关键能力,其对公共参与的重要性优于其他社会与情感能力;(3)社会与情感能力不仅直接影响学生的公共参与,还通过同学关系的中介路径、学校归属感的中介路径以及同学关系和学校归属感的链式中介路径间接影响学生的公共参与。研究揭示了社会与情感能力在公民教育中的重要作用,启示以社会与情感能力为抓手,多举措提升学生的公共参与水平。展开更多
社会与情感能力是人生成功和幸福的奠基石。2021年SSES(Study on Social and Emotion-al Skills)全球首测结果发布,为开展青少年社会与情感能力的国际比较研究提供了坚实的数据基础。本文运用DEA(Data Envelope Analysis)方法,将班级规...社会与情感能力是人生成功和幸福的奠基石。2021年SSES(Study on Social and Emotion-al Skills)全球首测结果发布,为开展青少年社会与情感能力的国际比较研究提供了坚实的数据基础。本文运用DEA(Data Envelope Analysis)方法,将班级规模、教师学历、SSES培训、SSES措施、校园活动作为投入变量,将五大能力作为产出变量,对参加本次国际测评的10座城市的1171所中小学进行培养成效评估,结果发现:(1)各城市中小学的社会与情感能力培养成效普遍较高,小学阶段的均值在0.8以上,中学阶段的均值在0.9以上;(2)在小学阶段,苏州学校的培养成效较为突出,不仅均值最高,而且整体属于高水平均衡型;在中学阶段,培养成效较为突出的城市则是伊斯坦布尔,属于高水平均衡型;(3)各城市共有82所高绩效小学和87所高绩效中学,其中伊斯坦布尔和波哥大的占比较大;(4)学校归属感对各城市中小学的社会与情感能力培养成效提升具有重要促进作用。根据以上研究结果,本文建议应该加强社会与情感能力的国际合作与实证研究,在总结苏州成功经验的同时寻找差距补齐短板,将优质均衡作为我国中小学社会与情感能力培养工作的重要目标。展开更多
本技术报告基于中国济南参加2023年社会与情感能力(Survey on Social and Emotional Skills,SSES)的测评数据,对第二轮测评工具在中国文化下的心理测量学特征进行分析。本报告简要介绍了学生问卷的开发和实施过程、社会与情感能力指标...本技术报告基于中国济南参加2023年社会与情感能力(Survey on Social and Emotional Skills,SSES)的测评数据,对第二轮测评工具在中国文化下的心理测量学特征进行分析。本报告简要介绍了学生问卷的开发和实施过程、社会与情感能力指标体系、问卷主要组成部分、数据集的主要内容,并对数据质量进行了分析。分析结果表明,济南参试学生参试态度认真积极,参试率和有效应答率高,但是10岁组产生了高分翘尾现象;采用ω系数和α系数来衡量分量表的信度,结果表明绝大多数分量表信度良好;运用验证性因子分析逐一检验社会与情感能力各个分量表的效度,发现拟合度较为满意;多组验证性因子分析表明,这些分量表跨性别测量等值性好于跨年龄组等值性,故在考察青少年社会与情感子能力的年龄差异时,对于等值性较差的分量表数据应慎重使用。展开更多
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.
文摘积极有效的公共参与是培养学生成为“时代新人”的关键。研究利用Survey on Social and Emotional Skills(SSES 2023)的中国济南调查数据,考察10岁和15岁组学生的公共参与现状,并探究社会与情感能力对公共参与的影响及其作用机制。结果发现:(1)超半数参与调查的学生未参加过环境保护和志愿服务相关的公共活动,公共参与人数随参与频率的增加而降低,且10岁组学生公共参与频率显著高于15岁组学生;(2)果敢、创造性与成就动机是影响学生公共参与的关键能力,其对公共参与的重要性优于其他社会与情感能力;(3)社会与情感能力不仅直接影响学生的公共参与,还通过同学关系的中介路径、学校归属感的中介路径以及同学关系和学校归属感的链式中介路径间接影响学生的公共参与。研究揭示了社会与情感能力在公民教育中的重要作用,启示以社会与情感能力为抓手,多举措提升学生的公共参与水平。
文摘社会与情感能力是人生成功和幸福的奠基石。2021年SSES(Study on Social and Emotion-al Skills)全球首测结果发布,为开展青少年社会与情感能力的国际比较研究提供了坚实的数据基础。本文运用DEA(Data Envelope Analysis)方法,将班级规模、教师学历、SSES培训、SSES措施、校园活动作为投入变量,将五大能力作为产出变量,对参加本次国际测评的10座城市的1171所中小学进行培养成效评估,结果发现:(1)各城市中小学的社会与情感能力培养成效普遍较高,小学阶段的均值在0.8以上,中学阶段的均值在0.9以上;(2)在小学阶段,苏州学校的培养成效较为突出,不仅均值最高,而且整体属于高水平均衡型;在中学阶段,培养成效较为突出的城市则是伊斯坦布尔,属于高水平均衡型;(3)各城市共有82所高绩效小学和87所高绩效中学,其中伊斯坦布尔和波哥大的占比较大;(4)学校归属感对各城市中小学的社会与情感能力培养成效提升具有重要促进作用。根据以上研究结果,本文建议应该加强社会与情感能力的国际合作与实证研究,在总结苏州成功经验的同时寻找差距补齐短板,将优质均衡作为我国中小学社会与情感能力培养工作的重要目标。
文摘本技术报告基于中国济南参加2023年社会与情感能力(Survey on Social and Emotional Skills,SSES)的测评数据,对第二轮测评工具在中国文化下的心理测量学特征进行分析。本报告简要介绍了学生问卷的开发和实施过程、社会与情感能力指标体系、问卷主要组成部分、数据集的主要内容,并对数据质量进行了分析。分析结果表明,济南参试学生参试态度认真积极,参试率和有效应答率高,但是10岁组产生了高分翘尾现象;采用ω系数和α系数来衡量分量表的信度,结果表明绝大多数分量表信度良好;运用验证性因子分析逐一检验社会与情感能力各个分量表的效度,发现拟合度较为满意;多组验证性因子分析表明,这些分量表跨性别测量等值性好于跨年龄组等值性,故在考察青少年社会与情感子能力的年龄差异时,对于等值性较差的分量表数据应慎重使用。
