![]() In educational practice, since teachers are required to use instructions scientifically proven effective, it is necessary for researchers to constantly identify and implement evidence-based practice (EBP). However, individual SEL programs do not always show the same astonishing improvement in students’ socioemotional competencies unless implemented effectively, with high-quality, evidence-based instructions. In addition, due to an increasing emphasis on social and emotional competences being as important as academic success during childhood and adolescence, school-based SEL is now actively implemented through a variety of intensities, formats, cultures, and countries. Research also indicates that SEL programs are likely to have positive long-term outcomes both in academic success and mental health for individuals after leaving school. By improving those competencies, children and adolescents facilitate their prosocial behaviors, positive social relationships, and academic achievement, as well as reduce conduct problems and emotional distress. ![]() ![]() SEL aims to promote five core competencies including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Social-emotional learning (SEL) represents an educational model for improving social-emotional competences of all students and is known as a long-term education program connecting school, family, and community. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Ĭompeting interests: The authors have declared that no competing interests exist. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.ĭata Availability: All relevant data are within the paper and its Supporting Information file.įunding: This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2020S1A3A2A02103411). Received: OctoAccepted: JPublished: June 24, 2022Ĭopyright: © 2022 Kim et al. PLoS ONE 17(6):Įditor: Heng Luo, Central China Normal University, CHINA Based on these findings, we discussed the directions for future research and practice on the EBP of SEL programs that can be appreciated by researchers worldwide.Ĭitation: Kim D, Lim JH, An J (2022) The quality and effectiveness of Social-Emotional Learning (SEL) intervention studies in Korea: A meta-analysis. The global effect size of SEL programs was 0.27, and the results from the effect size analyses by controlling variables showed that group compositions, the number of sessions, and session length were accountable for the variability of effect sizes. The results of the quality analysis revealed that SEL intervention studies had some limitations with a statistical analysis, use of measurement, a control group design, intervention fidelity, and external validity. To conduct this study, we selected 22 peer-reviewed articles (about 23 SEL programs) and analyzed their quality by Evidence-Based Intervention (EBI) indicators and calculated effect sizes using a meta-analysis. In this sense, in order to contribute to establishing EBP of SEL programs, the current research sought to analyze both quality and effectiveness of SEL intervention studies conducted in Korea where SEL has been investigated and applied in classroom since 2010. In addition, prior meta-analytic studies focused only on the effectiveness of SEL programs conducted in Western society. Although there has been active research to establish evidence-based practice (EBP) of SEL programs worldwide, the quality of SEL intervention studies which is an integral part of evaluating EBP was rarely investigated. ![]() Social-emotional learning (SEL) is an educational model for improving social-emotional competences of all students and a long-term education program connecting school, home, and community. ![]()
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