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英文文献：Social emotional learning in the classroom: Study protocol for a randomized controlled trial of PERSPEKT 2.0-课堂社交情绪学习:PERSPEKT 2.0随机对照试验研究方案
英文文献作者：Ninja Ritter Klejnstrup,Anna Folke Larsen,Helene Bie Lille?r,Marianne Simonsen
英文文献摘要：
Social emotional learning programs have been found to lead to immediate improvements in cognitive, social and emotional competences. Meanwhile, most evidence to date refers to the United States, and most other countries lack locally tailored teaching materials for socio-emotional learning. Further, there is a lack of knowledge about which subgroups benefit more. Such knowledge is important, because it could provide evidence relevant for both explaining and addressing inequality in educational achieving across subgroups of pupils. Knowledge about longer-term impacts on academic achievement is also called for. This protocol describes an experimental evaluation of a recently developed social emotional learning program implemented in Denmark. The evaluation combines survey data with register-based data, where the latter source allows for tracking of participant outcomes with minimal risk of attrition.
研究发现，社交情绪学习项目可以直接提高认知能力、社交能力和情绪能力。与此同时，迄今为止的大多数证据都是针对美国的，而其他大多数国家缺乏针对社会情感学习的本地定制教材。此外，人们也不知道哪些子群体受益更多。这些知识很重要，因为它可以提供相关证据，解释和解决不同学生群体之间在教育成就方面的不平等。还需要了解对学术成就的长期影响。本协议描述了最近在丹麦实施的社会情绪学习计划的实验评估。评估将调查数据与基于注册的数据相结合，后者的来源允许跟踪参与者的结果，并将流失的风险降到最低。
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