華人文化下的前青少年期社會情緒學習課程效果初探

Abstract

社會情緒學習課程(social emotional learning, SEL)在歐美國家已行之多年，一系列的研究指出該課程可以提升學員的社會情緒能力(social emotional competence)，增進學業與社會適應表現。臺灣的芯福里情緒教育推廣協會為讓孩童學習社會情緒相關的課程，編製了一系列以心理學的諸多理論為基礎、並納進台灣日常生活素材的教案，在國小五、六年級的四學期入班，讓孩童學習社會情緒相關的課程。其教案與班級經營已行之有年，並已標準化，且與美國最主要的SEL推廣機構－CASEL之教學方針有諸多不謀而合之處，但尚未有正式研究探討這套本土SEL課程之效果。本研究即針對芯福里SEL第一學期「我是EQ高手」的課程，檢驗其是否得以提升學童之情緒知能(emotion intelligence)。 本研究包含兩個子研究。研究一之目標為編修用以測量情緒智能之情緒智能量表（Schutte, 1998）。除先將該量表譯成中文版之「國小高年級生自評版」外，亦改編成「家長版」；其後，則邀請自全臺九縣市928位五年級學童與629位五年級學童家長分別填答，並藉由心理計量特性指標(如：內部一致性信度、再測信度、題項間相關)編修兩量表題項。在刪除不適切之題項後(自評版的題項5、26、33與家長版的題項4、20、26)，藉由驗證性因素分析(confirmatory factor analysis)，檢驗本子研究依照Salovey與Mayer(1990)之原典建構的三階層情緒智能模型是否合宜。結果顯示該模型尚在可接受範圍內。 研究二則以修習芯福里SEL第一學期課程的學生作為課程介入組、未修習課程者為控制組分別在兩個時間點（時間依序為，2016年秋季〔「我是EQ高手」課程前；前測〕與2017年春季〔「我是EQ高手」課程後；後測〕）探討該課程是否具有提升學童情緒智能的效果。研究二共招募來自北京271位五年級學童(130位為課程介入組；141位為控制組)、127位五年級學童家長(51位為課程介入組之家長；76位為控制組之家長)、144位七年級學童(93位為課程介入組；51位為控制組)，進行芯福里「我是EQ高手」的課程效果檢驗。研究二有三個目的，其一為以相依變異數分析(repeated measured ANOVAs)探討課程介入組孩童之後測情緒知能分數是否高於前測；其二為以參與者是否接受課程作為獨變項、情緒知能的前測分數為共變項、後測分數為依變項進行共變數分析(ANCOVA)，探討課程介入組之後測成績是否與控制組有異。在五年級的孩童與家長部分，學區亦被列成一個獨變項，以了解高/低教育程度學區對課程效果之影響，此為研究二的第三個目的。因此，五年級進行的為雙因子的共變數分析；七年級則因只有單一學區的參與者，無法達成目的三，僅進行單因子共變數分析。結果顯示課程介入組的五年級孩童，在九個組內相依變異數分析中，有六個達到顯著、一個邊緣顯著；共變數分析中，組別的主效果並無顯著，然學校與組別的交互作用則在五個分析中顯著。進一步的試後檢定發現，「情緒的理解與表達」、「對於自身情緒的理解與表達」、以及「認識情緒功用(創意思考)」自評上，M校介入組的校正後後測分數較控制組高；而F校介入組「幫助他人調節情緒」的自評分數則較控制組低。然而，五年級課程介入組之家長僅在「情緒調節」一個向度的分數有提昇，而「幫助他人調節情緒」的分數則有邊緣顯著的提升；然而在組間比較分析中沒有顯著結果。七年級課程介入組則在九個情緒智能向度上都沒有進步；而組間的比較亦沒有顯著差異。本研究顯示芯福里情緒教育推廣協會之第一學期SEL課程已開始對學童的情緒智能提昇，特別是五年級孩童，有些微但不可忽視的效果。

In the recent years, Social and Emotional Learning (SEL) programs blew up the educational policy and became a popular trend around the world. A series of researches pointed out the outstanding performance of SEL programs on receivers’ social and emotional competence (SEC). Additionally, such programs improved academic achievement and social interaction behaviors of receivers. To help children cultivate social and emotional competences, the Taiwan Happy Village Association (THVA) in Taiwan devoted itself to designing a series of relevant curricula and implementing these courses in elementary schools for upper-graders. The curricula of THVA, based on psychological theories and common issues happened in Taiwan, were published. The implementation of SEL program in schools, which has been set for years, was standardized. Both the curricula and the implementation of THVA agreed with the philosophy of CASEL, the leading institute of promoting SEL in the United States. However, there was none empirical research on evaluating the effect of THVA’s SEL programs. The purpose of current study is to investigate whether this SEL program is effective or not. The present study focused on the first theme of THVA’s SEL program, Emotion Intelligence(EI). Two studies were included. In Study 1, Schutte et al.’s Emotion Intelligence Scale (EIS) (1998) was translated into Chinese version and was revised into a guardian-reported version (EIS-P). A total of 929 5th graders and 629 parents of 5th graders were recruited from nine areas among Taiwan. Psychometric properties (internal consistency, test-retest reliability, and inter-item correlation) were established. Items 5, 26, 33 in EIS and items 4, 20, 26 in ESI-P were deleted due to their inappropriate psychometric properties. EIS-CCr and EIS-CPr were subsequently labelled as the revision of EIS and EIS-P, respectively. Confirmatory factor analyses were conducted to test the goodness of fit of the three-level model, based on Salovey and Mayer (1990), proposed by the current study. Results of CFA on EIS-CCr and EIS-CPr were barely tolerable. In study 2, 271 5th graders (130 were in intervention group, 141 were in control group), 127 parents of 5th graders (51 were children in intervention group), and 144 7th graders (93 were in intervention group) in Beijing, China, were recruited. Tests before (2016 fall) and after (2017 spring) EI curriculum were launched to examine the effect of EI curriculum of THVA. There were three purposes of Study 2. First, repeated measured ANOVAs were performed to examine whether there was a progress in post-test EI scores of 5th graders who had received the SEL curriculum. Second, analyses of covariance (ANCOVAs) were conducted, with receiving SEL program or not as independent variable (group), pre-test scores as covariates, and post-test scores as dependent variables. Variable “school district” has been taken into consideration in the analyses on 5th graders and parents of 5th graders, thus two-way (school district x group) ANCOVAs were conducted. Such analyses could reveal whether household in different school district (higher versus lower parental educational level) could have an impact on the effect of SEL program. This was the third propose of the current study. Whereas there was only one school of 7th graders, thus one-way (group) ANCOVAs on 7th graders were performed. Aim of ANCOVAs was to compare the post-test scores of participants in intervention group with the scores of counterpart in control group. The results of repeated measured ANOVAs of 5th graders revealed that six of nine ANOVAs were significant. In two-way ANCOVA on 5th graders, none of the main effect of group was significant, but five interaction effects of school and group were significant. In the following post hoc analyses, three comparisons between intervention and control group of school M on appraisal and expression of emotion, appraisal and expression of emotion in self, and utilization of emotion- creative thinking were significant. The adjusted post-test scores of intervention group were higher than their counterpart in control group on these three aspects. Besides, comparison between two groups of school F on regulation of emotion in others was significant, but the post-test score of intervention group was lower than the counterpart in control group. With reference to parents of 5th graders, however; only one ANOVA on regulation of emotion was significant. None of the seven ANCOVAs was significant. Regarding 7th graders, none of the repeated measured ANOVAs and one-way ANCOVAs was significant. The current study suggests that the first theme of THVA’s SEL program has modest effect that should not be ignored on helping receivers develop their EI, especially for the 5th graders.