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. Experiential learning based on Kolb’s Experiential Learning Theory and Model (1984) is an engaging and effective method of learning adopted in many learning programmes. Kolb’s Experiential Learning Theory and Model (1984) describes four key elements in the cycle of learning: concrete experience, reflective observation, abstract conceptualization and active experimentation. However, evidence of its effectiveness in learning programs facilitating positive youth development is still lacking. Methods: This study was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Randomized 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. 1096 records were screened with the inclusion and exclusion criteria, and 20 studies were adopted for this meta-analysis. Forest plots were made regarding the standardized mean difference of each outcome on the selected studies, and the standardized mean difference and 95% confidence interval (CI) of the effect of experiential learning program on empathy, prosocial behaviour, and subjective wellbeing 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]), prosocial behaviour (d =0.14 [-0.36, 0.63) and subjective wellbeing (d = 0.46 [0.33, 0.59]). Non-experiential learning programmes had the most profound effect on subjective wellbeing (d = 0.11 [-0.04, 0.26]) out of the three outcomes. 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.

中文翻译：

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体验式学习项目对青少年亲社会行为、同理心和主观幸福感的影响：系统回顾和荟萃分析

简介：有效的青少年学习计划可以积极影响青少年的发展并遏制危险行为。通过让学习者沉浸在体验中，体验式学习激励学习者反思体验，从而转变和创造新的技能、态度和思维方式。基于科尔布的体验式学习理论和模型（1984）的体验式学习是许多学习计划中采用的一种引人入胜且有效的学习方法。科尔布的体验式学习理论和模型（1984）描述了学习周期中的四个关键要素：具体经验、反思性观察、抽象概念化和主动实验。然而，仍然缺乏其在促进青少年积极发展的学习计划方面的有效性的证据。方法：本研究是按照系统评价和荟萃分析的首选报告项目 (PRISMA) 指南进行的。确定了过去 15 年针对 8-25 岁典型发育青少年的学习计划的随机对照试验，并使用物理治疗证据数据库 (PEDRO) 量表评估了质量。根据纳入和排除标准筛选了 1096 条记录，并采用了 20 项研究进行荟萃分析。根据所选研究的每个结果的标准化平均差绘制森林图，并检查体验式学习计划对同理心、亲社会行为和主观幸福感的影响的标准化平均差和 95% 置信区间 (CI)。我们进行了基于年龄的亚组分析，以考察体验式学习对不同人生阶段青少年的影响。结果：体验式学习项目比非体验式学习项目在改善同理心 (d = 0.65 [0.07, 1.23])、亲社会行为 (d =0.14 [-0.36, 0.63) 和主观幸福感 (d = 0.46 [0.33, 0.59]）。在这三种结果中，非体验式学习计划对主观幸福感影响最深远（d = 0.11 [-0.04, 0.26]）。对年龄较大的青少年进行的研究在这三个结果上取得了最显着的改善。结论：结果表明，未来将在针对年龄较大青少年的青少年学习计划中更广泛地应用体验式学习，以促进青少年的积极发展。