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内容大纲
本书通过对中国青少年的调研，结合中国文化特点，创造性研发了适合中国青少年的社会情感学习项目，并在我国青少年中进行了推广应用。实践表明，该项目能够有效提升中国青少年的社会情感能力，有效降低中国青少年的学习焦虑，提升青少年对学业的适应能力，值得进一步推广和使用。本书适合教育心理学研究者、教师、家长、教育行政管理人员以及对心理学感兴趣的人士阅读。 -
作者介绍
邬德利，教育心理学博士，副教授，国家二级心理咨询师，中国心理学会会员，广西法律心理研究会副会长，广西归国留学人员联谊会第七届理事。自2022年10月起担任北部湾大学东密歇根联合工程学院直属党支部书记，北部湾大学归国留学人员联谊会秘书长，北部湾大学心理健康咨询中心咨询师。主要从事青少年心理健康教育、大学生心理健康教育和中外合作办学研究。参与完成国家级、省级课题2项，参与完成省级教改课题3项，主持完成厅级课题1项，目前主持在研课题4项。在《心理学报》《心理科学进展》等期刊发表论文27篇，其中中文核心期刊4篇，英文论文3篇，主编《学前心理学》教材1部，参编《心理学》《大学生心理健康教育》教材2部。获省级基础教育教学成果奖二等奖1项；广西高校教育教学信息化大赛二等奖1项；指导本科生获广西高校大学生心理情景剧比赛二等奖1项；获北部湾大学教师双语教学比赛一等奖1项，主编的教材获北部湾大学应用型教材二等奖1项。 -
目录
CHAPTER ONE INTRODUCTION
1.1 Introduction
1.2 Background
1.3 Problem Statement
1.4 Research Objectives
1.5 Research Questions
1.6 Research Hypotheses
1.7 Conceptual Framework
1.8 The Significance of the Study
1.9 The Limitations of the Study
1.10 The Operational Definitions
1.11 Summary
CHAPTER TWO LITERATURE REVIEW
2.1 Introduction
2.2 The Effects of School Merger on Rural Junior Middle School Students
2.3 Rural Junior Middle School Students' Dropout Rate and Learning Anxiety
2.4 Multi-tiered Systems of Support (MTSS) to Psychological Health
2.5 Social and Emotional Learning (SEL) Programs
2.6 Teacher Autonomy Support Intervention on Students' Dropout
2.7 The Limitation of Current SEL Intervention in Reducing Learning Anxiety and Dropout in China
2.8 The Significance and Development of TASSEL Intervention
2.9 Summary
CHAPTER THREE METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Validity Threats of Quasi-experimental Design
3.4 Population and Sampling
3.5 Intervention Programs
3.6 Instruments
3.7 Procedures
3.8 Data Collection
3.9 Data Analysis
3.10 Pilot Study
3.11 Summary
CHAPTER FOUR RESULTS
4.1 Introduction
4.2 Main Study
4.3 The Percentage of Learning Anxiety and Dropout Intention from Pretest to Posttest
4.4 Summary of Hypotheses
4.5 Summary of Present Chapter
CHAPTER FIVE DISCUSSION, IMPLICATION, LIMITATION AND RECOMMENTATION
5.1 Introduction
5.2 Discussion
5.3 Implication of the Findings
5.4 Limitation
5.5 Future Research Recommendation
5.6 Conclusion
Appendix A: Strong Kids Sample Lesson
Lesson 1: About Strong Kids
Appendix B: Teacher Autonomy Supportive Strong Kids Modification Lesson Outlines
Lesson 1: About Strong Kids
Lesson 2: Understanding Your Feelings 1
Lesson 3: Understanding Your Feelings 2
Lesson 4: Understanding Other People's Feelings
Lesson 5: Dealing with Anger
Lesson 6: Clear Thinking 1
Lesson 7: Clear Thinking 2
Lesson 8: Solving People's Problems
Lesson 9: Letting Go of Stress
Lesson 10: Positive Living
Lesson 11: Creating Strong and Smart Goals
Lesson 12: Build Your Social Support Network
Appendix C: SEL Knowledge Test
True or False
Multiple Choice
Appendix D: Learning Anxiety
Appendix E: Dropout Intention
Appendix F: General Causality Orientation Scale (GCOS)
Appendix G: The Learning Climate Questionnaire (LCQ)
Appendix H: Recruitment Letter
Appendix I: Teacher Consent Form
Appendix J: Student Consent Form
Appendix K: Data Collection and Programs Implementation Schedule
Appendix L: Strong Kids Intervention Treatment Fidelity
Lesson 1 Fidelity Check 1
Lesson 4 Fidelity Check 2
Lesson 8 Fidelity Check 3
Appendix M: Teacher Autonomy Supportive Strong Kids Intervention Treatment Fidelity
Lesson 1 TASSEL Fidelity Check 1
Lesson 4 TASSEL Fidelity Check 2
Lesson 8 TASSEL Fidelity Check 3
Appendix N: Sample Pacing Communication
REFERENCES
List of Abbreviations
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