ABSTRACT

This qualitative study explores lower secondary school students’ experiences with components of a universal school-based social and emotional learning (SEL) intervention in relation to coping with academic stress. The intervention aimed at promoting the following five social and emotional competencies (SEC): relationship skills, emotional regulation, mindfulness, growth mindset, and problem-solving. Three student focus group interviews were conducted (n = 26). Conventional content analysis was completed with the assistance of NVivo software. Findings suggest that the students experienced the SECs mindfulness, problem-solving, and growth mindset as supportive in coping with academic stress. Emotional regulation and relationship skills were considered more challenging to utilize, which may reflect a need for more practical exercises for these competencies. Overall, findings contribute with new knowledge on how SEL interventions can be developed to build resources among adolescents to cope with academic stress.

摘要

这项定性研究探讨了初中学生在应对学业压力方面的普遍学校社会和情感学习 (SEL) 干预的体验。该干预旨在促进以下五种社交和情感能力（SEC）：人际关系技巧、情绪调节、正念、成长心态和解决问题的能力。进行了三个学生焦点小组访谈（n = 26)。常规内容分析是在 NVivo 软件的帮助下完成的。研究结果表明，学生们体验到 SEC 的正念、解决问题和成长心态对应对学业压力有帮助。情绪调节和关系技能被认为更具挑战性，这可能反映了对这些能力进行更多实际练习的需要。总体而言，研究结果有助于了解如何开发 SEL 干预措施以在青少年中建立资源以应对学业压力。