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首页> 外文期刊>Frontiers in Psychology >Effects of Experiential Learning Programmes on Adolescent Prosocial Behaviour, Empathy, and Subjective Well-being: A Systematic Review and Meta-Analysis
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Effects of Experiential Learning Programmes on Adolescent Prosocial Behaviour, Empathy, and Subjective Well-being: A Systematic Review and Meta-Analysis

机译：体验学习课程对青少年女性行为，移情和主观福祉的影响：系统评论和荟萃分析

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Introduction: Effective adolescent learning programmes can positively influence adolescent development and curb risky behaviour. By immersing learners in an experience, experiential learning motivates learners to reflect on the experience to transform and create new skills, attitudes and ways of thinking. However, evidence of its effectiveness in learning programs facilitating positive youth development is still lacking. The objective of this study is to (a) identify the effect of adolescent learning programmes on prosocial behaviour, empathy and subjective well-being, (b) compare the effectiveness of experiential learning programmes and non-experiential learning programmes on improving these three outcomes, and (c) evaluating the effects of age on the outcomes of adolescent learning programmes. Methods: This study was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Randomised controlled trials of learning programmes for typically developing adolescents aged 8–25 in the past 15 years were identified, and assessed for quality with the Physiotherapy Evidence Database (PEDRO) scale. One thousand ninety-six records were screened with the inclusion and exclusion criteria, and 20 studies were adopted for this meta-analysis. The standardised mean difference and 95% confidence interval (CI) of the effect of experiential learning program on empathy, prosocial behaviour, and subjective well-being were examined. Sub-group analysis based on age was conducted to examine the effects of experiential learning on adolescents in different stages of life. Results: Experiential learning programmes were more effective than non-experiential learning programmes in improving empathy [d = 0.65 (0.07, 1.23)] and subjective well-being [d = 0.46 (0.33, 0.59)]. The effect sizes of the three outcomes in non-experiential learning programmes were non-significant. Studies conducted on older adolescents had the most significant improvements in the three outcomes. Conclusions: Results suggest the broader application of experiential learning in adolescent learning programmes for older adolescents in the future to promote positive youth development.
机译：简介：有效的青少年学习计划可以积极影响青少年发展和遏制风险行为。通过将学习者沉浸在体验中，体验性学习激励学习者反思改变和创造新技能，态度和思维方式的经验。但是，仍然缺乏促进积极青年发展的学习计划的有效性的证据。本研究的目的是（a）确定青少年学习计划对女性行为，同理性和主观福祉的影响，（b）比较经验学习计划和非体验学习计划在改善这三个结果方面的有效性， （c）评估年龄对青少年学习计划结果的影响。方法：本研究按照系统评价和荟萃分析（PRISMA）指南的首选报告项目进行。鉴定了过去15年典型8-25岁的典型青少年的学习计划的随机对照试验，并评估了物理治疗证据数据库（PEDRO）规模的质量。筛选出含有纳入和排除标准的一千九十六条记录，并采用了20项荟萃分析。检查了体验性学习方案对同理心，口语行为和主观幸福的标准化平均差异和95％的置信区间（CI）。进行了基于年龄的小组分析，以检查体验性学习对不同阶段的青少年的影响。结果：体验式学习计划比改善移情的非体验学习计划更有效[D = 0.65（0.07,1.23）]和主观福祉[D = 0.46（0.33,0.59）]。非体验学习计划中三种结果的效果大小是非显着的。在旧青少年进行的研究在三个结果中具有最显着的改善。结论：结果表明，经验学习在未来旧青少年的青少年学习计划中更广泛的应用，以促进积极的青年发展。

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