SEL研究文献

在西方国家（如美国与欧洲），以及东方国家（如中国、台湾、新加坡），研究结果一致显示：高质量的社会情绪学习（SEL）不仅能提升学生的身心健康、社交情绪能力、学习动机与学业表现，也能降低学校霸凌等行为问题；多年追踪研究更证实这些效益具有可持续性。请参阅下方完整参考文献：

Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892–909. https://doi.org/10.1002/pits.21641

研究发现：综合分析发现，SEL 项目对社会情绪技能、行为调整、学业表现有中至大效应。
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Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

研究发现：学业成绩平均提升 11 个百分位；遵循 SAFE 原则、由教师实施的项目最有效。
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Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864

研究发现：SEL 显著提升学习机会、心理健康、人际关系；效果可持续 6 个月至 3 年。
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Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., … Schlinger, M. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701

研究发现：在美国 K–12 层面，SEL 对不同背景学生均有效，教师主导项目成效最佳，并改善学校氛围与公平性。
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Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290. https://doi.org/10.2105/AJPH.2015.302630

研究发现：长期追踪发现，早期持续的 SEL 干预能减少攻击行为，增加亲社会行为与课堂投入，对成年后的教育、就业与心理健康也有正向影响。
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Matsumoto, Y., Funahashi, A., & Shimizu, Y. (2023). Effectiveness of the Japanese version of the Fun FRIENDS program: A universal preventive intervention for young children. Child and Adolescent Psychiatry and Mental Health, 17(1), 43. https://doi.org/10.1186/s13034-023-00643-6

研究发现：在日本实施的 Fun FRIENDS（澳洲开发）10 周课程，显著提升幼儿社交技能，显示本土化适应性佳。
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Chen, H., & Yu, Y. (2022). The impact of social-emotional learning: A meta-analysis in China. Frontiers in Psychology, 13, 1040522. https://doi.org/10.3389/fpsyg.2022.1040522

研究发现：该元分析涵盖 86 个 SEL 项目、8,736 名中国学生。结果显示：SEL 能显著提升学生的社会情绪技能、积极态度、亲社会行为，并减少情绪困扰（效应量中等）；也显示实施品质与环境差异会影响成效。
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Li, J., Hesketh, T., 等. (2022). A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A pre-post intervention study. Healthcare, 10(11), 2332. https://doi.org/10.3390/healthcare10112332

研究发现：在河南一所农村小学进行 16 周 SEL 全校方案，190 名学生参与。结果表明：整体学生在同伴问题上有持续改善，尤其是高风险学生获益最大
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Fu, L., Zhang, Z., Yang, Y., & McMillen, J. C. (2024). Acceptability and preliminary impact of a school-based SEL program for rural children in China: A quasi-experimental study. Children and Youth Services Review, 160, 107579. https://doi.org/10.1016/j.childyouth.2024.107579

研究发现：研究涉及 1,247 名西南地区五年级学生，采用准实验设计。结果显示学生对 SEL 项目接受度高，且在自我觉察、社会觉察、人际技巧等方面显著提升；子群体差异明显（如男生与留守儿童进步更大）。
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Wu, M. Y.-H., Chen, H.-C., & Chen, P. (2025). Social and emotional learning enhancing teacher well-being and professional development in Taiwan: A preliminary study of the BEST ME program. Social and Emotional Learning: Research, Practice, and Policy, 5, 100098. https://doi.org/10.1016/j.sel.2025.100098

研究发现：评估台湾教师专业发展方案 BEST ME。结果表明：教师在参加后压力显著下降，自我同情与教学效能显著提高；同时验证了“培训培训者”模式的可行性，有利于系统推广 SEL。
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Aspects of socio-emotional learning in Taiwan’s pre-schools: An exploratory study of teachers’ perspectives. International Journal of Child Care and Education Policy, 13, 12. https://doi.org/10.1186/s40723-019-0057-6

研究发现：探讨台湾学前教师对 SEL 的理解与实践。结果显示：教师普遍认可 SEL 的重要性，但在课程实施中仍较零散，缺乏系统培训与教材支持；尤其在私立幼儿园中 SEL 推广不足。
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Lee, M.-J., Wu, W.-C., Chang, H.-C., Chen, H.-J., Lin, W.-S., Feng, J. Y., & Lee, T. S.-H. (2020). Effectiveness of a school-based life skills program on emotional regulation and depression among elementary school students: A randomized study. Children and Youth Services Review, 118, 105464. https://doi.org/10.1016/j.childyouth.2020.105464

研究发现：在小学进行随机对照实验。结果表明：SEL 型的生活技能课程能显著提升学生的情绪调节能力，并减少抑郁症状；显示 SEL 对心理健康有积极作用。
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Yang, W., Peh, J., & Ng, S. C. (2021). Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore. Policy Futures in Education, 19(2), 197–215. https://doi.org/10.1177/1478210320983499

研究发现：通过教师主导的课堂研究，将 SEL 融入幼儿课程。结果显示：儿童在冲突解决、自我调节方面显著进步；证明本土文化适应的 SEL 实践能有效促进儿童发展。
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Liem, G. A. D., Chua, B. L., & Seng, Y. B. G. (2017). Social and emotional learning in Singapore’s schools: Framework, practice, research, and future directions. In E. Frydenberg, A. J. Martin, & R. J. Collie (Eds.), Social and Emotional Learning in Australia and the Asia-Pacific (pp. 187–203). Singapore: Springer. https://doi.org/10.1007/978-981-10-3394-0_10

研究发现：综述新加坡自 2005 年以来的 SEL 政策与实践，指出 SEL 已系统性地嵌入品格与公民教育（CCE）。研究证据显示，SEL 有助于学生全面发展、学校文化建设，并对未来教育研究提出方向。
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SEL研究文献

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864

Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290. https://doi.org/10.2105/AJPH.2015.302630

Matsumoto, Y., Funahashi, A., & Shimizu, Y. (2023). Effectiveness of the Japanese version of the Fun FRIENDS program: A universal preventive intervention for young children. Child and Adolescent Psychiatry and Mental Health, 17(1), 43. https://doi.org/10.1186/s13034-023-00643-6

Chen, H., & Yu, Y. (2022). The impact of social-emotional learning: A meta-analysis in China. Frontiers in Psychology, 13, 1040522. https://doi.org/10.3389/fpsyg.2022.1040522

Li, J., Hesketh, T., 等. (2022). A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A pre-post intervention study. Healthcare, 10(11), 2332. https://doi.org/10.3390/healthcare10112332

Fu, L., Zhang, Z., Yang, Y., & McMillen, J. C. (2024). Acceptability and preliminary impact of a school-based SEL program for rural children in China: A quasi-experimental study. Children and Youth Services Review, 160, 107579. https://doi.org/10.1016/j.childyouth.2024.107579

Aspects of socio-emotional learning in Taiwan’s pre-schools: An exploratory study of teachers’ perspectives. International Journal of Child Care and Education Policy, 13, 12. https://doi.org/10.1186/s40723-019-0057-6

Yang, W., Peh, J., & Ng, S. C. (2021). Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore. Policy Futures in Education, 19(2), 197–215. https://doi.org/10.1177/1478210320983499