Social-Emotional Learning and Class Climate among Elementary-Aged Students in Japan

Autor/inn/en	Watanabe, Yayoi; Ikeda, Maiko; Saeki, Elina; Higashida, Mayu
Titel	Social-Emotional Learning and Class Climate among Elementary-Aged Students in Japan
Quelle	In: International Journal of School & Educational Psychology, 11 (2023) 2, S.207-217 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2022.2075997
Schlagwörter	Social Emotional Learning; Elementary School Students; Educational Environment; Foreign Countries; Intervention; Grade 2; Grade 3; Lesson Plans; Student Attitudes; Prosocial Behavior; Peer Relationship; Reinforcement; Visual Aids; Comparative Analysis; Classroom Techniques; Teacher Attitudes; Feedback (Response); Curriculum Development; Japan + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Lesson planning; Unterrichtsplanung; Schülerverhalten; Peer-Beziehungen; Positive Verstärkung; Anschauungsmaterial; Klassenführung; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This quasi-experimental, mixed methods study explored student perceptions of class climate before and after implementation of a two-week social and emotional learning (SEL) intervention in elementary classrooms in Japan. The sample consisted of 131 second and third grade students. A one-time SEL lesson focusing on offering kind words to peers was implemented in three classrooms. This was followed by two weeks of reinforcement, in which students were reinforced each time they offered kind words to a peer. One classroom used a sticker chart as the reinforcement and two classrooms filled up a jar with fuzzy balls. One classroom served as the control. Pre and post surveys were administered to students at the beginning and end of the intervention and teachers completed a survey at the end of the intervention. One-way ANOVA, t-test, and qualitative analyses revealed a significant improvement in class climate, in particular, sense of classroom orderliness, for the classrooms that used fuzzy balls as the reinforcement. Teacher feedback on the implementation of the SEL intervention included both positive and constructive reflections. These results may be considered for the development of SEL curricula to enhance its utility and effectiveness for East Asian student populations. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01