探索特殊教育需要學生的社交情緒學習技能研究

社交情緒學習技能包括： 自我管理、 自我認知、 社會認知、 負責任的決策和人際交往五個能力領域（Elliott & Gresham， 2017） 。 大量研究表明 SEL 有助於學生迎接不同學業挑戰， 取得更好的學習成績， 並防止危險行為的發生， 從而促進幸福感（Durlak et al., 2011） 。 雖然國外有很多關於社會情緒學習技能的研究， 但是在香港鮮有關於社交情緒學習技能對於融合教育環境下特殊學習需要學生影響的研究。 鑒於社交情緒學習技能對學生學業及其他方面有顯著影響， 本研究旨在通過對國內外有關社交情緒學習技能的理論與經驗梳理， 探索香港融合教育環境下 SEN 學生的社交情緒學習技能研究，從而更好的推動社交情緒學習技能在香港的開展。

本研究採用混合方法進行。 首先進行問卷調查（評價量表） 的量化研究。 本研究參考 SSIS 社會情緒學習技能（SEL） 評價量表中的專案（Gresham & Elliott， 2008） 。量表除背景資料的問卷之外均是有信度、 效度的版本 (Gresham & Elliott, 2017)。 受試者包括三所普通小學四、 五、 六年級學生（N=540） 、 家長（N=540） 和教師（N=90）及兩所特殊小學（群育學校） 四至六年級教師（N=40） 。 然後進行質性研究。 對五所學校填寫過問卷的部分教師進行 11 次焦點小組訪談。 每一次焦點小組訪談有 5 至 7 名教師參加。 最後對研究結果進行三角驗證。 本研究共發出問卷 1210 份， 回收問卷 952 份 ，其中有效問卷為 916 份。 有效問卷中， 學生問卷 392 份， 包括普通學生問卷 301 份， SEN學生問卷 91 份； 家長問卷 406 份， 包括普通學生家長問卷 304 份， SEN 學生家長問卷102 份； 教師問卷 118 份。 在本研究中， 資料使用社會科學統計套裝軟體（SPSS， version 26） 進行分析處理。

研究結果表明社交情緒學習技能所屬五個能力領域， 主要包括自我管理、 自我認識、 社會認識、 負責任的決策和人際交往技能， 與家庭、 社區及學生學業成績息息相關。所有學生在量表展現出得分最高前十個 SEL 技能中： 人際交往技能所占比例最高且不包括自我認知技能。 教師、 家長認為最重要的前十個 SEL 技能中， 負責任的決策排名第一。教師及家長對於自我認知技能重視程度低。 SEN 學生較普通學生在 SEL 技能表現上存在顯著差異（p＜.05） 。 SEN 與普通學生家長關於社交情緒學習技能對家庭或社區重要程度的態度呈現顯著性差異（p＜.05） 。 教師與家長關於 SEL 技能對家庭或社區重要程度的態度呈現顯著性差異（p＜.05） 。 學生社交情緒學習技能表現與中、 英、 數成績顯著相關。 家長在量表中評價子女各項 SEL 行為展現密度與中、 英、 數成績呈現顯著相關。教師通過焦點小組訪談提出有效提升學生社交情緒學習技能支持策略。

綜合以上研究， 得出以下結論： （1） SEN 學生在 SEL 五個能力領域中負責任的決策及社會認知技能較弱； （2） 普通學生較 SEN 學生在自我管理技能方面的具體行為表現更好； （3） SEN 家長更重視子女“自我認知” 技能； （4） 教師與家長關於學生 SEL技能對家庭或社區重要程度的態度在 SEL 的五個能力領域都有顯著性差異； （5） 負責任的決策是教師、 家長認為最重要的 SEL 技能； （6） 學生 SEL 技能表現及家長評價與中、 英、 數成績顯著相關。

根據結論作出以下建議： 政策支持、 學校配合及家校合作是提升學生社交情緒學習技能不可缺少的重要環節。

Social and emotional learning includes five interrelated domains of competency that are the self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Elliott & Gresham, 2017). A large number of studies have shown that SEL can help students overcome different learning challenges, prepare them for better academic performance, prevent the occurrence of at-risk behavior, promote well-being as well (Durlak et al., 2011). Although there are many western studies on social emotional learning skills, few studies on the impact of social emotional learning skills among students with special educational needs in inclusive settings in Hong Kong. In view of the significant impact of social emotional learning skills on students' academic and other aspects, this study aims to study the social emotional learning skills of Special Educational Needs students in the inclusive settings in order to promote the social emotional learning skills in Hong Kong.

The mixed research method design was used for this study. In the quantitative study, the Social Emotional Learning (SEL) skills rating scales was adapted for the measurement (Gresham & Elliott, 2008 ; 2017). The subjects were from the P4, P5 and P6 students (N=540), parents (N=540) and teachers (N=90) in three mainstreaming schools as well as the primary teachers (N=40) from two special schools for social development. A total of 1210 questionnaires were sent out and 952 questionnaires were returned, of which 916 were valid. They were respectively from 392 students (301 without SEN and 91 with SEN), 406 parents (304 parents without SEN kids and 102 parents with SEN kids) and 118 teachers. The data were analyzed and processed through SPSS. In the qualitative study, eleven interviews on identified focus groups who had completed the questionnaire from five schools were conducted. Five to seven teachers participated in each focus group interview.

The results showed that the five domains of social emotional learning skills, mainly including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, were closely related to family, community and students' academic performance. Among the top ten SEL skills that students rated to be important in the scale, the social relationship skills, excluding the self-awareness, accounted for the highest. Among the top ten SEL skills considered by teachers and parents, the responsible decision-making ranked the first, and teachers and parents paid less attention to self-awareness. The ratings of SEL skills among students with SEN and without SEN were with significance differences (p ＜ .05). There were also significant perceptual differences regarding the importance of SEL skills to family and community between parents of students with and without SEN, and between teachers and parents as well (p＜ .05). The performance of students' SEL skills was significantly correlated with the scores of Chinese, English and Mathematics. Parents' evaluation of their children's SEL behavior was significantly correlated with Chinese, English and mathematics scores. Through focus group interviews, teachers supporting strategies could effectively improve students' social emotional learning skills.

Based on the above finding, the following conclusions are drawn: (1) SEN students had weak responsible decision-making and self-awareness skills in the five domains of SEL compared with students without SEN; (2) Ordinary students performed better in self-management skills than SEN students; (3) SEN parents paid more attention to their children's self-awareness skills; (4) There were significant differences between teachers and parents on the importance of students' SEL skills in the five domains to family or community; (5) Responsible decision-making was the most important SEL skill considered by teachers and parents; (6) Students' SEL skill performance and parents' evaluation were significantly correlated with Chinese, English and Mathematics scores.

According to the conclusion, the following suggestions are made: policy support, school cooperation and home school cooperation are indispensable and important links to improve students' social and emotional learning skills. All rights reserved.