Data_Sheet_2_Effects of Experiential Learning Programmes on Adolescent Prosocial Behaviour, Empathy, and Subjective Well-being: A Systematic Review and Meta-Analysis.docx

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.

引言：有效的青少年学习项目能够积极影响青少年发展，并遏制冒险行为。通过让学习者沉浸在体验之中，体验式学习激发学习者反思体验，以转换和创造新的技能、态度及思维方式。然而，关于其有效性在促进积极青少年发展方面的学习项目中的证据仍然不足。本研究的目标是：（a）确定青少年学习项目对亲社会行为、同理心和主观幸福感的影响；（b）比较体验式学习项目与非体验式学习项目在改善这三项结果上的有效性；（c）评估年龄对青少年学习项目结果的影响。方法：本研究遵循系统评价与荟萃分析优先报告项目（PRISMA）指南进行。确定了过去15年内针对8至25岁正常发育青少年的学习项目的随机对照试验，并使用物理治疗证据数据库（PEDRO）量表对其质量进行了评估。经过纳入和排除标准筛选，共1960条记录被纳入分析，其中20项研究被用于本荟萃分析。考察了体验式学习项目对同理心、亲社会行为和主观幸福感的标准化平均差异和95%置信区间（CI）。根据年龄进行的亚组分析旨在检验体验式学习对不同生命阶段青少年效果的影响。结果：体验式学习项目在提高同理心[d = 0.65 (0.07, 1.23)]和主观幸福感[d = 0.46 (0.33, 0.59)]方面比非体验式学习项目更为有效。非体验式学习项目三项结果的效应量均不显著。针对较年长青少年进行的试验在三项结果上均有显著改善。结论：结果表明，未来应更广泛地将体验式学习应用于针对较年长青少年的青少年学习项目中，以促进积极青少年发展。