社会情感学习在青少年学校教育中的研究进展与可视化分析

Research Progress and Visual Analysis of Social-Emotional Learning in Adolescent School Education

摘要: 运用文献计量学方法，分析2000~2026年期间青少年学校教育中社会情感学习领域的研究热点、发展动态及国际合作格局，为该领域的未来研究方向提供参考。本研究借助CiteSpace软件，对Web of Science上刊载的321篇相关研究文献进行可视化分析。通过分析国家、机构、作者、期刊、关键词及共被引文献等维度，结果发现：该领域研究数量总体上呈波动上升趋势，美国和中国发文量领先，但国家间的合作较为分散；作者间合作整体分散，仅少数研究者存在合作；研究热点聚焦于社会情感学习对青少年身心问题的预防，对学业成就、自我调节等积极影响的实证验证，以及不同学科教学与社会情感学习的融合。研究趋势逐步从问题预防转向能力培养与场景细化。社会情感学习与课堂质量提升、校园反欺凌干预的关系等成为前沿主题。未来研究可能集中于低年级课堂中社会情感学习与不同学科的融合应用、社会情感学习与校园欺凌的交叉研究。

Abstract: Using bibliometric methods, this study analyzes the research hotspots, developmental trends, and international collaboration patterns in the field of social-emotional learning within adolescent school education from 2000 to 2026, providing references for future research directions in this area. Leveraging CiteSpace software, the study conducted a visual analysis of 321 relevant research papers published in Web of Science. Through examination of dimensions such as country, institution, author, journal, keywords, and co-cited literature, the results reveal that the total number of studies in this field has shown an overall fluctuating upward trend, with the United States and China leading in publication volume; however, international collaboration remains relatively fragmented. Author collaborations are generally dispersed, with only a few researchers engaging in collaborative work. Research focuses have shifted toward preventing adolescents’ psychological and physical issues through social-emotional learning, empirical validation of its positive impacts on academic achievement and self-regulation, and the integration of social-emotional learning across different disciplines. The research trajectory is gradually transitioning from problem prevention to competency development and scenario-specific applications. Key frontier topics include the relationship between social-emotional learning and classroom quality improvement, as well as anti-bullying interventions in schools. Future research may concentrate on the integrated application of social-emotional learning across lower-grade classrooms and interdisciplinary approaches, along with cross-disciplinary studies on social-emotional learning and school bullying.