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Title: Sistematični pregled literature : učinkovitost programov socialnega in čustvenega učenja v šolah Authors: ID Rozman, Urša (Author) ID Vrhunc Pfeifer, Katja (Author) ID Vukovič, Matej (Author) ID Krajnčan, Mitja (Author) Files: URL - Source URL, visit https://www.sodobna-pedagogika.net/clanki/01-2025_sistematicni-pregled-literature-ucinkovitost-programov-socialnega-in-custvenega-ucenja-v-solah/   PDF - Presentation file, download (1,09 MB) MD5: ED845F602AEF78369BA709033C0458E6   Language: Slovenian Typology: 1.01 - Original Scientific Article Organization: ZDPDS - Association of Societies of Educational Workers of Slovenia Abstract: Obstajajo številne študije, ki potrjujejo koristi socialnega in čustvenega učenja. Pregled teh študij pa razkriva tudi pomanjkljivosti v raziskovanju, primerjanju in pregledu raziskav na tem področju. Merjenja niso enotna in nimajo enako dolge tradicije. Glede na literaturo v ZDA socialno in čustveno učenje merijo že tri desetletja, medtem ko v Evropi to področje raziskujemo šele zadnje desetletje, in to v veliko manjšem obsegu. V tem pregledu smo se omejili na metaanalize in sistematične študije s področja socialnega in čustvenega učenja. Z namenom osvetlitve tovrstnih raziskav, ki nam omogočajo pregled učinkovitosti programov socialnega in čustvenega učenja, smo pregledali baze Web of Science, Psycarticles in Scopus. V končno analizo je bilo vključenih 24 raziskav, ki sistematično prikazujejo opis posamezne študije, število študij, zajetih v posamezen pregled, ter učinke programov socialnega in čustvenega učenja ter ugotovitve programov. Oblikovali smo dve raziskovalni vprašanji: 1) kaj kažejo sistematični pregledi in metaanalize glede na državo izvajanja, vzorec in raziskovalni fokus in 2) kakšni so učinki in ugotovitve posameznih programov. Pripravili smo tabelo, v kateri smo navedli vključene države, velikost vzorcev, raziskovalni fokus, pozitivne učinke in ugotovitve. S tem smo prikazali obsežnost raziskovanja socialnega in čustvenega učenja ter se hkrati dotaknili dilem, ki se pojavljajo pri raziskovanju. Ugotovitve kažejo, da imajo različni programi socialnega in čustvenega učenja pozitiven učinek na razvoj socialnih in čustvenih kompetenc učencev in na njihovo kasnejše življenje. Raziskovanje učinkov socialnega in čustvenega učenja je potrebno, ker se na tej podlagi ti programi lahko bolje implementirajo v šolske sisteme in se lahko izberejo tisti, ki kažejo ustrezne učinke. Keywords: socialno in čustveno učenje, učinki, sistematični pregled literature, socialne in čustvene kompetence Publication status: Published Publication version: Version of Record Publication date: 01.03.2025 Year of publishing: 2025 Number of pages: str. 76-95 Numbering: Letn. 76 = 142, št. 1 PID: 20.500.12556/DiRROS-23104  UDC: 37.014 ISSN on article: 0038-0474 DOI: 10.63384/spB51z706s  COBISS.SI-ID: 231727619  Publication date in DiRROS: 30.07.2025 Views: 343 Downloads: 181 Metadata:    Cite this work Plain text BibTeX EndNote XML EndNote/Refer RIS ABNT ACM Ref AMA APA Chicago 17th Author-Date Harvard IEEE ISO 690 MLA Vancouver : Copy citation

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Record is a part of a journal

Title:	Sodobna pedagogika
Shortened title:	Sodob. pedagog.
Publisher:	Zveza društev pedagoških delavcev Slovenije
ISSN:	0038-0474
COBISS.SI-ID:	761348

Licences

License:	CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
Link:	http://creativecommons.org/licenses/by-sa/4.0/
Description:	This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

Language:	English
Title:	Effectiveness of social and emotional learning programmes in schools
Abstract:	Many studies are showing the benefits of social and emotional learning. The review of studies also reveals shortcomings in researching, comparing and reviewing research in this area. Measurements in this field are not consistent, nor do they have the same long tradition. The literature shows that social and emotional learning has been measured for three decades in the United States, whereas in Europe it has only been measured in the last decade and on a much smaller scale. In this review, we have limited ourselves to meta-analyses and systematic studies in the field of social and emotional learning. We also note the lack of systematic studies on social and emotional learning in the Slovenian context. In order to highlight such research, which allows us to review the effectiveness of social and emotional learning programmes, we have searched the Web of Science, Psycarticles and Scopus databases. The final analysis included 24 studies in the field of social and emotional learning, which systematically show the type of review of each study, the number of studies included in each review, as well as the effects and findings of the programmes. For the purpose of this article, we formulated two research questions: 1) what do systematic reviews and meta-analyses show in terms of countries of implementation, samples and research focus, and 2) what are the effects and findings of individual studies. This was done to show the extent of the research on social and emotional learning and to address the dilemmas that arise in research. The findings show that social and emotional learning programmes have a positive impact on students and also later in life, and that there are different types of social and emotional learning programmes. Despite the variety of programmes, research on the effects of social and emotional learning is shown to be necessary, as it helps to better implement the programmes in school systems and to select among the different programmes those that show effects.
Keywords:	social and emotional learning, effects, systematic review of literature, social and emotional competences

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1. Sodobna pedagogika

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