Journal articles on the topic 'Social and Emotional Learning Competencies'
To see the other types of publications on this topic, follow the link: Social and Emotional Learning Competencies.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Social and Emotional Learning Competencies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Varner, Edward. "General Music Learning Is Also Social and Emotional Learning." General Music Today 33, no. 2 (November 28, 2019): 74–78. http://dx.doi.org/10.1177/1048371319891421.
Full textAbstract:
The purpose of this article is to highlight the relationship between general music and social and emotional learning. Social and emotional learning involves a set of social, emotional, behavioral, and character competencies that are essential to success in school, in the workplace, within relationships, in the community, and in life. Music teachers are uniquely positioned to help students become more socially and emotionally competent while simultaneously developing the skills outlined in the general music curriculum. Many general music program activities reinforce and help students understand the concepts of self-management, self-awareness, responsible decisionmaking, relationship skills, and social awareness. Activities such as improvisation, ensemble playing and singing, and defining emotions with music can be used to develop social and emotional learning skills in the general music classroom. The primary objective of this article is to help general music teachers understand that general music learning environments naturally lend themselves well to aiding in these efforts.
2
Ee, Jessie, and Chew Wei Ong. "Which social emotional competencies are enhanced at a social emotional learning camp?" Journal of Adventure Education and Outdoor Learning 14, no. 1 (February 26, 2013): 24–41. http://dx.doi.org/10.1080/14729679.2012.761945.
Full text
3
Ihsan, Muhammad, Amung Ma’mun, and Ucup Yusup. "Pengembangan Social Emotional Competencies melalui Outdoor Education." Jurnal Penelitian Pendidikan 19, no. 2 (September 10, 2019): 274–85. http://dx.doi.org/10.17509/jpp.v19i2.19772.
Full textAbstract:
Tujuan dari penelitian ini untuk mengetahui apakah terdapat pengaruh dari program outdoor education diintegrasi social emotional learning terhadap pengembangan social emotional competencies. Metode penelitian eksperimen dengan desain pretest-posttest control group design with more than one experimental group digunakan dalam penelitian ini. Hasil penelitian menunjukan bahwa program outdoor education integrasi social emotional learning terstruktur secara terencana memiliki hasil dan pengaruh signifikan terhadap pengembangan social emotional competencies. Selanjutnya, guru pendidikan jasmani dapat menggunakan program terstruktur secara terencana untuk pengembangan aspek afektif melalui berbagai aktivitas outdoor education.
4
Elias, Maurice J., Samuel J. Nayman, Joan C. Duffell, and Sarah A. Kim. "Madam Secretary, help us improve social-emotional learning." Phi Delta Kappan 98, no. 8 (May 2017): 64–69. http://dx.doi.org/10.1177/0031721717708298.
Full textAbstract:
Considering the key role of social-emotional and character development (SECD) competencies in college, career, and life success — and considering that many of those competencies are teachable — there is no excuse for failing to incorporate them systematically into our education system. That would be the equivalent of depriving children of oxygen. This article is addressed to the U.S. Secretary of Education and other education policymakers and offers them specific recommendations to guide policy that would yield high-quality programs of support for SECD in all schools.
5
Virginanti, Maulidya, Yuli Rahmawati, and Fera Kurniadewi. "Social Emotional Learning in Chemistry Learning : Group Investigation dan Contextual Learning Integration to Develop Student’s Social Emotional Competencies." JKPK (Jurnal Kimia dan Pendidikan Kimia) 4, no. 1 (April 30, 2019): 7. http://dx.doi.org/10.20961/jkpk.v4i1.13142.
Full textAbstract:
<p>This article presents the results from integrating Social Emotional Learning (SEL) through cooperative learning and contextual approach in chemistry learning. This study was conducted on 10th-grade students in the academic year of 2016/2017. Collaborative learning, as well as the use of real-life scenario, are some of the teaching practices for facilitating Social Emotional Learning (SEL) and promotes students' social-emotional competenciesthat aligned with affective competencies in Indonesia’s 2013 curricula. The proposed teaching practices also answer the challenges faced by the implementation of the 2013 curricula, finding proper teaching practices to integrate to develop student’s character through learning activity. The empirical work of the study is based on a qualitative approach. Six Group Investigation’s stage integrated with the use of real-life scenario was analyzed through various method such as observations, interviews, reflective journals, and student’s worksheets answer. The results found that students showed positive attitudes and perspective’s change towards chemistry learning, establish positive relationship with peers, cooperative skill, tolerance, and responsible decision making by considered himself, others, and community within the learning process.</p>
6
Rahmawati, Yuli, Tri Hastuti Budi Utami, Muktiningsih Nurjayadi, and Alin Mardiah. "Using Think-Pair-Share to Develop Students' Social and Emotional Competencies in Chemistry Learning." JKPK (Jurnal Kimia dan Pendidikan Kimia) 5, no. 1 (April 30, 2020): 43. http://dx.doi.org/10.20961/jkpk.v5i1.13140.
Full textAbstract:
<p>The aim of this study was to analyze students' social and emotional competencies through the integration of Think Pair Share (TPS) and a Social and Emotional Learning (SEL) approach to topics related to Acids and Bases. Social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.. The study involved thirty-five 11th grade students in one of private school in Jakarta and was conducted between January and April, 2017. A qualitative methodology was employed to analyze students’ social and emotional competencies using interviews, classroom observations, reflective journals, and student worksheets. The application of a SEL approach was carried out by integrating it with a TPS strategy. In the <em>Think</em> stage students were given the opportunity to explore their understanding of acids and bases and to solve problems individually. In the<em> Pair</em> stage they could communicate their insights to the group, and in the <em>Share</em> stage they had occasion to present their group perspectives and respond to others. The five social and emotional competences found in this study were; self awareness, self management, social awareness, relationship management, and responsible decision making. Self awareness was demonstrated by understanding a student’s abilities, their needs, and their self- confidence. Self management was indicated by a student’s ability to manage pressure, plan strategies, and seek help. Social awareness competencies were analyzed through the development of students' attitudes to diversity and how they demonstrated care for friends. Relationship management competencies were identified by observing a student’s ability to manage friendships, how they overcame differences, and whether they provided assistance to each other. The responsible decision making competency was determined by observing how students made decisions when trying to solve a problem and whether they were able to plan a strategy when facing pressure. Whilst integrating SEL the researchers were challenged by the need to empower students, encourage teachers to stimulate students’ social and emotional competencies, and to manage time constraints. Integrating SEL into chemistry learning provided opportunities for students to develop their social and emotional competencies through independent thinking activities, group discussions, and presentations to their peers.</p>
7
Linares, L. Oriana, Nicole Rosbruch, Marcia B. Stern, Martha E. Edwards, Gillian Walker, Howard B. Abikoff, and Jose Ma J. Alvir. "Developing cognitive-social-emotional competencies to enhance academic learning." Psychology in the Schools 42, no. 4 (2005): 405–17. http://dx.doi.org/10.1002/pits.20066.
Full text
8
Fuentes Moncada, Leonel. "Social-emotional Education in Local Heritage." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (December 23, 2022): 1–11. http://dx.doi.org/10.37467/revhuman.v11.4256.
Full textAbstract:
Social-emotional learning is a tendency in education and must be accounted for in all areas of study. Heritage education cannot ignore this reality and must include and its planning and delivery effective strategies to implement and promote social-emotional competencies. The following work, proves patrimonial visits are an innovative approach towards coping with emotions in society. The activity proposed and studied in this investigation demonstrated the opportunities for integer learning during these experiences are real and cause a significant impact in students and society. This study demonstrated the most relevant aspects to consider in patrimonial visits.
9
Lozano-Peña, Gissela, Fabiola Sáez-Delgado, Yaranay López-Angulo, and Javier Mella-Norambuena. "Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality." Sustainability 13, no. 21 (November 3, 2021): 12142. http://dx.doi.org/10.3390/su132112142.
Full textAbstract:
Teachers’ social–emotional competencies are essential to educational quality. This study aimed to describe the theoretical background and relevance of teachers’ social–emotional competencies. We conducted a systematic review with a critical, theoretical review approach. The results showed that the concept has an increasingly complex history and followed a structured course from 1920 to present. Five main models have been identified: emotional regulation, prosocial classroom, Collaborative Association of Social Emotional Learning, Bar-On emotional intelligence, and emotional intelligence. There are measurement instruments consistent with four of the identified models; however, the model that does not have its own instrument uses different available scales. Specific recommendations are proposed to develop social and emotional competencies in educational public policies, which include school leadership, assessment, and teacher professional training. In conclusion, it is relevant to have clear guidelines that conceive and conceptualize social–emotional competence univocally. These guidelines would allow the design of instruments with a comprehensive and sufficient theoretical base that reflect the multidimensionality of the concept, provide a precise measure to assess the effectiveness of intervention programs, and enlist teachers who seek the development of the different skills that involve social–emotional competencies.
10
Gay, Philippe, Slavka Pogranova, Laetitia Mauroux, Estelle Trisconi, Emily Rankin, and Rebecca Shankland. "Developing Students’ Emotional Competencies in English Language Classes: Reciprocal Benefits and Practical Implications." International Journal of Environmental Research and Public Health 19, no. 11 (May 26, 2022): 6469. http://dx.doi.org/10.3390/ijerph19116469.
Full textAbstract:
Learning a foreign language involves a wide range of cognitive, social and affective skills. The present article gives ideas to develop socio-emotional competencies in English courses: the capacity to identify the emotion, to understand the causes and consequences, to express their emotions and to do so in a socially acceptable manner, to manage stress and to use their emotions to increase the effectiveness of thinking, decision making and actions. Content and language integrated learning (CLIL) is a dual approach aiming to develop both language and academic subject knowledge. It may be gradually introduced, embedding it at three levels: into the classroom (routines, organization, pupils’ behavior), the school and the curriculum. Successful learning in CLIL remains based on (1) communication, (2) ways of engaging in the learning process and (3) the use of meaning-making strategies. We propose a pedagogical sequence (several courses) to learn a second language based on the social and emotional learning approach, and the English coursebook MORE! 7e for primary school pupils (aged 10–11). We combine the specific language learning of the unit—talking about ourselves, people and their feelings—with the development of pupils’ basic emotional competencies, and discuss advantages and disadvantages to consider in order to successfully implement such lessons.
11
Dr. Riffat-un-Nisa Awan, Dr. Muhammad Nadeem Anwar, and Samreen Farooq. "The Role of Elementary Teachers’ Emotional Intelligence Competencies in improving Students’ Motivation and Student-Teacher Relationship." sjesr 4, no. 2 (August 4, 2021): 492–99. http://dx.doi.org/10.36902/sjesr-vol4-iss2-2021(492-499).
Full textAbstract:
Emotional intelligence is an accumulation of many emotional intelligence competencies and these competencies are generally found in people with different variations. Emotionally strong teachers impact teaching learning process in schools positively. The present study was conducted to find out the effects of emotional intelligence (EI) competencies of teachers on student-teacher relationship and student’s motivation at elementary level. Twenty five competencies of teachers were explored under five major domains i.e. emotional self-awareness, motivation, self-regulation, social-skills and social-awareness. Goleman’s Emotional Competence Inventory (Boyatzis & Goleman, 2002) was used as a tool for data collection. Two questionnaires were developed by the researchers after review of related literature for measuring the student’s motivation and student-teacher relationship. For assuring the reliability of instrument, Cronbach alpha reliability coefficient was calculated, which ranged from 0.73 to 0.86. One hundred and sixty elementary school teachers (EST) and senior elementary school educators (SESE) were selected as the sample of the study from two tehsils of Sargodha district. The data of one hundred and fifty one respondents were analyzed through t-test, one way ANOVA and regression analysis. The findings discovered that teacher’s EI competencies had significant effect on students’ motivation and student-teacher relationship in elementary schools. There was no gender difference in emotional competencies of teachers. It was concluded that age had significant effect on teacher’s EI competencies as younger ones scored higher on ECI. It was recommended that training programs may be organized to enhance teachers’ emotional intelligence competencies.
12
Said Almatari, Ali, Moza Abdullah Almoqbali, and Iman Mohammad Almaawali. "Teachers' perceptions of social and emotional learning competencies in the schools of the second episode of basic education in Oman." INTERNATIONAL CONFERENCE ON RESEARCH AND DEVELOPMENT (ICORAD) 1, no. 1 (March 11, 2022): 181–91. http://dx.doi.org/10.47841/icorad.v1i1.23.
Full textAbstract:
The research aims to identify the degree to which teachers possess social and emotional learning competencies in the schools of the second cycle of basic education in the Sultanate of Oman after the Corona pandemic, and the researchers used the descriptive approach. (5) Competencies, and (46) indicators: (self-awareness - self-management - social awareness - relationship skills - responsible decision-making). The research sample consisted of (380) male and female teachers in the second-cycle schools in the governorates of North and South Al Batinah, North Al Sharqiya, and Dhofar. The results of the research showed that the total degree of teachers’ possession of social and emotional learning competencies was to a large degree, with an arithmetic average (2.95), and a percentage (74%), The degree of possession of each competency (5) was also significant, and there are statistically significant differences in the degree to which teachers possess social and emotional learning competencies on the efficiency of social awareness in favor of female teachers, while there are no statistically significant differences in the degree to which teachers possess social learning competencies. In addition, emotional due to the variable age. The research recommended that the Ministry of Education adopt training courses, workshops, and lectures on social-emotional learning programs for teachers.
13
Suganda, Lingga Agustina, Ismail Petrus, and Zuraida Zuraida. "EFL Teacher’s Code Switching in the Social Emotional Learning Context." Indonesian Research Journal in Education |IRJE| 5, no. 2 (August 20, 2021): 317–44. http://dx.doi.org/10.22437/irje.v5i2.12195.
Full textAbstract:
The use of Indonesian, besides English, in an English as a Foreign Language (EFL) classrooms is common in Indonesia. This case study investigated the code switching used by the EFL teacher in the Social Emotional Learning (SEL) context. It was conducted in the English SEL model class at a secondary school in Indonesia. The data were collected using observation, interview, Social Emotional Competence Questionnaire (SECQ), and a SEL self-reflection tool. The results highlighted that (1) code switching is the medium of instruction used by the EFL teacher to accommodate all the teaching and learning activities in the social-emotional learning context, (2) using code switching in the EFL classroom discourse is one of the teacher social emotional competencies, and (3) code switching has a positive role to build teacher and students’ social-emotional skills. Teachers who code switch can strongly support the growth of academic and social-emotional skills in EFL learning context.
14
Ivanchuk, Mariia, and Taisiia Tsurkan. "Social-Emotional and Ethical Learning of Younger Schoolchildren in the Formation of Civil and Historical Competence." Studia Gdańskie. Wizje i rzeczywistość XVI (March 27, 2020): 9–22. http://dx.doi.org/10.5604/01.3001.0014.2508.
Full textAbstract:
The essence of the concepts “historical competence”, “civic competence”, “emotional literacy” is highlighted. It is substantiated that socio-emotional and ethical learning (SEE Learning) is based on three dimensions that correspond to the types of knowledge and competencies that SEE Learning seeks to transfer to students: awareness, empathy, involvement. Three levels of SEE Learning are characterized: personal, social, systemic. Four key learning trajectories have been identified and analyzed to facilitate the acquisition and internalization of knowledge and skills at each of the three levels of understanding at SEE Learning. It is established that educational trajectories are pedagogical components that broadly outline the ways of studying, critically evaluating and interna-lizing various topics and skills of socio-emotional and ethical learning.
15
Muñoz, Joaquin, and Nou-Chee Chang. "“Here Comes a Thought”: Steven Universe as Social Emotional Curriculum." International Journal of Critical Media Literacy 3, no. 1 (December 20, 2021): 24–42. http://dx.doi.org/10.1163/25900110-03030002.
Full textAbstract:
Abstract The emphasis on social emotional learning as a focus in schools has led to the development of new materials for curriculum in classrooms for teaching social emotional content and competencies. This paper conceptualizes the use of narrative television and animation, specifically, the cartoons Steven Universe and Steven Universe Future as powerful pedagogical tools for engaging social emotional learning in classrooms. The purpose of this paper is to demonstrate the efficacy of these cartoons as tools for classroom use given their emphasis on inclusivity, diversity, and their popularity with young people today. Utilizing the Collaborative for Academic, Social, and Emotional Learning Competencies as a framework, the paper highlights selected episodes of the shows, and demonstrates ways the shows can be used to teach these competencies. As teachers continue to encounter ever-diversifying student populations, the use of media such as Steven Universe can help support inclusive classroom environments that engage the emotional lives and experiences of young people today.
16
Husaj, Shqipe. "Social Emotional Learning (SEL)." European Journal of Multidisciplinary Studies 1, no. 3 (April 30, 2016): 168. http://dx.doi.org/10.26417/ejms.v1i3.p168-171.
Full textAbstract:
Being in an environment for the first time, meeting strange people is not easy and simple for everyone. Some people need help in controlling its own emotions or the others emotions and feelings. This help can come from the parents at home, teachers and classmates at school or colleagues at working place. The aim of this paper is to discuss the importance of Social Emotional Learning ( SEL), its competences, skills involved in it etc. As SEL helps develop understanding and empathy, in this paper we will discuss the importance of empathy and some tips how to develop it.
17
Oliver, Brandie M., and Christy T. Berger. "Indiana Social-Emotional Learning Competencies: A Neurodevelopmental, Culturally Responsive Framework." Professional School Counseling 23, no. 1_part_3 (January 2020): 2156759X2090448. http://dx.doi.org/10.1177/2156759x20904486.
Full textAbstract:
Social/emotional learning (SEL) programs and practices have gained momentum across the state of Indiana in recent years in response to the changing needs of students and families. Many school communities have adopted SEL due to the heightened challenges posed by students impacted by trauma or chronic stress. As schools began to adopt SEL programs and practices, the Indiana Department of Education responded by developing the Indiana SEL Competencies to provide a unified framework and several resources with which educators in the state continue to evolve their work. This article outlines foundational principles of SEL, highlights unique aspects of the Indiana SEL Competencies, and presents implications for the school counselor’s role in working toward systemic implementation of SEL.
18
Fu, Yue, Rebecca Michelson, Yifan Lin, Lynn K. Nguyen, Tala June Tayebi, and Alexis Hiniker. "Social Emotional Learning with Conversational Agents." Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies 6, no. 2 (July 4, 2022): 1–23. http://dx.doi.org/10.1145/3534622.
Full textAbstract:
Social emotional skills are foundational competencies upon which children draw throughout their lives. This work investigates current, commercially available experiences for social emotional learning (SEL) through conversational agents (CAs). Specifically, we reviewed 3,767 Skills available in the "Kids" category of the Alexa Skills Marketplace and found 42 working Skills with connections to SEL. We found that the most common scenarios these Skills sought to support were: active listening, emotional wellbeing, conversation with other people, and politeness. The interaction patterns used by these Skills distilled into a taxonomy of styles we labeled: The Delegator, The Lecturer, The Bulldozer, and The One-Track Mind. We found that, collectively, these Skills provide shallow experiences and lack contingent feedback. To examine the gap between current offerings and families' needs, we also conducted 26 interviews with parents to probe parents' ideas about CAs supporting children's SEL. Parents see potential for CAs to support children in four concrete ways, including attuning to others, cultivating curiosity, reinforcing politeness, and developing emotional awareness. Despite their optimism about these opportunities, parents expressed skepticism about CAs' impoverished conversational abilities and worry about CAs advancing values and behavioral norms that are at odds with their own.
19
Joswick, Candace, and Crystal N. Taylor. "Supporting SEL Competencies with Number Talks." Mathematics Teacher: Learning and Teaching PK-12 115, no. 11 (November 2022): 781–91. http://dx.doi.org/10.5951/mtlt.2021.0347.
Full text
20
Byker, Erik Jon. "Study abroad as social and emotional learning." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 183–94. http://dx.doi.org/10.1108/jrit-02-2019-0023.
Full textAbstract:
PurposeThis paper investigates and reports on the study abroad experiences of 22 teacher candidates from the Southeast region of the USA (n=22). The purpose of this paper is to examine the teacher candidates’ development of social and emotional learning through their international teaching experiences.Design/methodology/approachThe study is framed by Critical Cosmopolitan Theory, which is a theoretical lens for a critical understanding of the development of global competencies for critical consciousness. The paper uses a case study research design (Yin, 2008), which included data collected via artifact analysis, participant interviews and participant observation through field notes.FindingsThe study found how the study abroad and international teaching experiences were instrumental in aiding in the teacher candidates’ social and emotional learning. This included the adoption of culturally responsive teaching practices, development of reading the world and enactment of taking action to rewrite the world.Research limitations/implicationsOne of the limitations is the relatively small sample size. This is due, in part, to the high cost associated with study abroad. The high cost of study abroad can be a barrier for students to access the cross-cultural experiences afforded by study abroad. The hefty price tag of study abroad often limits the number of teacher candidates at public institutions who can go on study abroad (Malewski and Phillion, 2009). A future research agenda is needed about ways to help off-set the costs in order to make study abroad more affordable and equitable.Practical implicationsThe practical implications of this paper are that it provides an instructive lens for how to integrate social and emotional learning within a study abroad experience. At the same time, the paper connects socio-emotional learning (SEL) with the development of global competencies and global citizenship.Social implicationsThe social implications relate to the practical implications in that the paper illustrates how SEL is connected to the development of global citizenship development. The study weds the critical cosmopolitan framework with SEL to show how learners develop empathy through reading and rewriting the world.Originality/valueThe case study presented in this paper highlights the possibilities of study abroad in tandem with international teaching experiences to help prepare teachers with SEL features like fostering empathy, developing culturally responsive practices, and becoming critically conscious and cosmopolitan. The study fills a gap in the literature regarding the development of SEL among elementary education teacher candidates through study abroad and international teaching experiences.
21
Park, Hyun Hee, and Sue Faerman. "Becoming a Manager: Learning the Importance of Emotional and Social Competence in Managerial Transitions." American Review of Public Administration 49, no. 1 (July 3, 2018): 98–115. http://dx.doi.org/10.1177/0275074018785448.
Full textAbstract:
This article explores how newly promoted managers develop emotional and social competencies to understand their and others’ emotions and then use this understanding for personal growth and in their interactions with others. This study draws on five waves of semistructured interview data collected from 16 newly promoted managers in a large northeastern state agency. The findings suggest that new managers undergo a developmental process— role exit, movement, and role entry—as they make the transition from individual contributors to managers. At each stage of the process, their emotional and social competence (ESC) facilitates learning and moving to the next stage. In addition, throughout the process, new managers develop their ESC and utilize the benefits in their daily decision-making and management behaviors. The findings also suggest that organizational context is an important factor that defines the contents of ESC in the organization. Based on these findings, this study argues that organizations should help new managers understand the emotional aspects of managerial transitions in developing their selection and training practices.
22
García-Pérez, Noé Manuel, and Victoria Eugenia Gutiérrez-Marfileño. "Social and Emotional Competencies of Elementary School Teachers in México." International Journal of Education 14, no. 2 (June 20, 2022): 68. http://dx.doi.org/10.5296/ije.v14i2.19697.
Full textAbstract:
Over the last few decades, interest in investigating teachers´ socio-emotional well-being has had considerable growth. There is strong evidence that demonstrates that the implementation of programs aimed at these purposes positively impacts teachers (educators) in different aspects, for example, in coping responses, life satisfaction, or work engagement. Despite what research suggests, there is a necessity for more rigorous studies that indicate the level of development of these competencies in teachers (school staff) and possible factors that influence their achievement. This study aimed to analyze the social and emotional competencies of a sample of 378 elementary school teachers from Zacatecas, Mexico, as well as to observe the mediating effect that some socio-demographic variables have in that process. Teachers completed the Cuestionario de Competencias Socioemocionales (CCSE), a self-report measure that showed a high teacher rating in the socio-emotional dimension of self-awareness, and a lower teacher rating in the socio-emotional dimensions of autonomy and empathy compared to selfawareness, self-regulation, and collaboration. In addition to that, the results of this study showed that variables such as years as an in-service teacher, experience in the implementations of social and emotional learning programs, and training background in the area altogether had a significant impact on the competencies development. These findings are considered to be relevant for the design of future interventions for both pre-service and in-service teachers.
23
Harris, Victor W., Jonathan Anderson, and Brian Visconti. "Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies." Motivation and Emotion 46, no. 2 (January 9, 2022): 226–53. http://dx.doi.org/10.1007/s11031-021-09922-1.
Full textAbstract:
AbstractSocial emotional abilities (i.e., specific skills), defined as the set of cognitive abilities, emotion-based knowledge, and behavioral competencies (i.e., skill levels) that facilitate adaptively employing prosocial processes and behaviors (i.e., “actions”), such as emotional regulation and sympathetic and empathetic response behaviors, is contemporarily modeled and measured as emotional intelligence. This conceptualization can be problematic, however, as the two concepts are not the same and traditional methods of measuring emotional intelligence can have limited practical utility. The social emotional ability development (SEAD) theoretical model introduced in this treatise represents a pragmatic and simplified approach to the development of social emotional ability and competency as abstracted from constructs of emotional intelligence, social intelligence, and sociocultural learning theory. Further, the SEAD model reaches beyond the individual as the unit of analysis to explore, conceptualize, differentiate, investigate, and define the hierarchal, bi-directional, and contextual nature of the dimensions of social emotional ability within close relationships. Implications for how the SEAD model can be used by researchers, practitioners, educators, individuals, families, and couples across a broad spectrum of domains and interventions are discussed.
24
EL KETTANI, Salam. "THE IMPACT OF EMOTIONAL COMPETENCIES ON THE ACQUISITION OF SOCIAL COMPETENCIES THROUGH PRESCHOOL EDUCATION." RIMAK International Journal of Humanities and Social Sciences 03, no. 03 (March 1, 2021): 27–39. http://dx.doi.org/10.47832/2717-8293.3-3.3.
Full textAbstract:
Social and emotional difficulties are common during the kindergarten stage, the changes between family and school environment leave the child at risk of a range of emotional and social problems at that point. This pressure confronts the child's weak ability at that age, linguistically, to express his feelings and thoughts in a clear and understandable manner, as well as the beginning of his ability to control and organize his feelings and behaviors. All this constitutes factors that make the child's adaptation process on the emotional, social and cognitive level difficult during the kindergarten stage. While many studies confirm that the child is an emotional and social being par excellence, and while educational programs emphasize in most of their content on cognitive learning, the child's needs, personality and sentiments are ignored, hence the question raised about the role of emotional competencies in establishing other competencies? Since the kindergarten stage by its nature requires that the child learn to adapt to the environment and establish healthy relationships, our paper aims to study the relationship between emotional competencies (Self-awareness and Self-regulation*) and their indicators and social competencies (Social awareness and Relationships skills*) and their indicators and determine the mutual impact between them. As a tool for this study we used SEAM scale to measure emotional and social competencies to measure the relationship between emotional variables as an independent variable to see its effect on the dependent variable, which is in our study social competencies. Using the inferential statistics (Pearson correlation coefficient and simple linear regression coefficient) to measure the relationship between two variables, results demonstrated that there is a positive semantic relationship confirms that emotional competencies and their determinants are highly influential competencies that establish social competencies and their determinants at preschool age. Participant were 191 children, aged 4 to 6 years old at the time initial assessment, in kindergarten, within the group of schools relied to the Moroccan Foundation for promoting preschool education.
25
White, Antoinette, Dennis William Moore, Marilyn Fleer, and Angelika Anderson. "A Thematic and Content Analysis of Instructional and Rehearsal Procedures of Preschool Social Emotional Learning Programs." Australasian Journal of Early Childhood 42, no. 3 (September 2017): 82–91. http://dx.doi.org/10.23965/ajec.42.3.10.
Full textAbstract:
RESEARCH HAS DOCUMENTED THE positive effects of social emotional learning (SEL), and educational policy developments and accepted learning standards are beginning to reflect these findings. However, how best to include evidence-based practices in the instruction of social emotional competencies in regular preschool settings is not yet fully understood. Through a thematic and content analysis, this study identifies the target skills, implementation, instructional and rehearsal procedures in eight effective preschool SEL programs. The analysis describes a differential relationship between target skills and instructional and rehearsal procedures. The findings highlight the relevance of particular procedures in the instruction of specific competencies, and in broader social emotional instruction. These findings may assist educators in instructional planning with current learning documents, such as the Early Years Learning Framework (DEEWR, 2009).
26
Mornar, Mirta, Jelena Matić Bojić, Iva Odak, Nina Eliasson, Katinka Gøtzsche, Lana Jurko, Ana Kozina, et al. "Students’ Social, Emotional and Intercultural Competencies and their Development in School Settings." Šolsko polje XXXI, no. 3-4 (December 21, 2020): 115–37. http://dx.doi.org/10.32320/1581-6044.31(3-4)115-137.
Full textAbstract:
Over the last few decades, there has been a significant rise in the number of programmes aimed at developing students’ social, emotional and intercultural competencies. This has coincided with growing recognition of the role that schools have to play in fostering not only the cognitive, but also the social and emotional development of their students. Despite targeting separate competencies, there seem to be many similarities in approaches to students’ social and emotional learning (SEL) as well as developing intercultural skills, presenting a rationale for their integration and conceptualisation on the social, emotional and intercultural (SEI) level. The myriad of different SEI programmes provides an arsenal of useful tools for school-based SEI learning. However, choosing which programme to use, considering how to implement it and determining whether it will be effective can be quite overwhelming. Existing approaches aimed at teaching SEI competencies vary greatly depending on the programme, as does the content of the programme and its design. In this article, we seek to tackle the question of how SEI competencies are taught, with particular emphasis on the content and theoretical or conceptual background of existing interventions, together with their methodological and organisational aspects. We also explore whether and how the evaluation of existing programmes has been conducted, the most important results and the aspects of implementation which are key to fostering the development of SEI competencies in educational contexts. This article presents an overview of relevant aspects worth acknowledging while developing and implementing SEI programmes, and which might prove especially useful when programmes are conceptualised within the overall SEI (instead of the more often used SEL) learning framework. Given the importance of SEI competencies for the overall well-being of students (and hence their parents and school staff), we encourage researchers and practitioners to build upon these insights while developing and implementing comprehensive SEI programmes.
27
Lieģeniece, Daina. "Viewpoint on social-emotional learning of 5-10 year olds as area of predicting their academic success: Research data obtained in Western countries." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 398. http://dx.doi.org/10.17770/sie2012vol2.516.
Full textAbstract:
The article aims to provide an overview of research data analysis made in Western countries (namely in the US and the United Kingdom) on Social – Emotional Learning and academic success. The article consists of two parts. Part One provides a basis for understanding what social and emotional learning is by analysing some issues of socialemotional competencies. Part Two discusses the issue of associations of SEL with Academic Success. It is done with the aim to show the nursery and primary school teachers how important it is to have a clear understanding of the chosen approaches to address the problems of social-emotional competencies and academic success.
28
Minney, Dana, Jaime Garcia, Joan Altobelli, Norma Perez-Brena, and Elizabeth Blunk. "Social-Emotional Learning and Evaluation in After-School Care: A Working Model." Journal of Youth Development 14, no. 3 (September 12, 2019): 130–45. http://dx.doi.org/10.5195/jyd.2019.660.
Full textAbstract:
Social-emotional competence in children is an important area in which to develop and improve effective programs and evaluation. Research shows a positive association between social-emotional learning (SEL) and improvements in students’ conduct, social behavior, and school engagement as well as decreases in high-risk behaviors such as taking drugs, smoking and aggression. Extensive research points to the positive benefits of successful SEL curriculum in schools, but less research exists on SEL implementation in after-school care settings. Since social-emotional competence is correlated with higher positive effects and a decrease of negative effects in the social, behavioral, and academic outcomes of children exposed to these programs, more research is needed on the most effective format and environment for implementation. The purpose of this article is to review this research, and report the results of an evaluation comparing pre- and post-program survey data from children (n = 125; age range=4-11 years) attending an after-school program that has incorporated an SEL curriculum. Results showed significant increases in two SEL competencies: empathy and self-soothing. The advantages to providing both SEL instruction and evaluation in after-school care settings in addition to schools is also explored.
29
ElSayary, Areej, Laila Mohebi, and Lawrence Meda. "The Impact of the Relationship of Social/Emotional, Cognitive, and Behavioral Engagements on Developing Preservice Teachers’ Digital Competencies." Journal of Information Technology Education: Research 21 (2022): 269–95. http://dx.doi.org/10.28945/4982.
Full textAbstract:
Aim/Purpose: This study investigates the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing preservice teachers’ digital competencies. The social/emotional engagement can be illustrated with actions associated with learning, such as excitement, interest, and motivation. Cognitive engagement is the active process of learning and is the most essential form of learning. Finally, behavioral engagement is the physical behavior associated with doing the work and following the rules. Background: Teachers’ digital competencies are essential in creating an active e-learning environment that ensures students’ engagements and reduces learners’ sense of isolation. Due to the lockdown of COVID-19 in March 2020, schools and universities shifted toward e-learning, where higher education in the United Arab Emirates (UAE) experienced a digital transformation. Many questions have been raised about life after COVID-19, competencies needed for the new demands of jobs that do not yet exist, social/emotional development of students, and their engagements in online classes. Methodology: An explanatory sequential mixed-method approach was utilized, using a quantitative data method followed by a qualitative data method. An online survey was used to collect the quantitative data from participants. The convenient research population is female preservice teachers who are considered learners enrolled in semesters 3-8 and learning online. Focus group discussions were used to collect the qualitative data from selected participants. Contribution: The findings of the study contribute toward a deeper understanding of the relationship between social/emotional, cognitive, and behavioral engagements and their positive impact on developing learners’ digital competencies. The results can be leveraged during or after the pandemic to design strategies and pedagogies that enhance learners’ engagements and develop their digital competencies based on the conceptual framework of the study. Findings: The study’s results reveal a significant positive correlation between social/emotional, cognitive, and behavioral engagements that lead to the development of preservice teachers’ digital competency. The relationship between social/emotional and cognitive engagements is stronger than between cognitive and behavioral engagements, while the relationship between social/emotional and behavioral engagements is balanced. Recommendations for Practitioners: Instructors need to consider students’ well-being and avoid the sense of isolation among students through designing strategies and pedagogies using the framework of the study that enhance learners’ engagements. More focus is needed on training instructors and educators in using different interactive applications that enhance learners’ and educators’ digital competency. Recommendation for Researchers: The findings provide theoretical evidence of the impact of the relationship between social/emotional, cognitive, and behavioral engagements on developing learners’ digital competencies. However, this study was conducted in an early childhood education program in higher education where all the participants were females. It is highly recommended that future research repeats the study with male and female participants, as well as implement the study with different age groups from k-12 students. Impact on Society: This research highlights the importance of considering the social/emotional, cognitive, and behavioral engagements in developing learners’ digital competencies. It is interestingly important to reinforce the teaching, cognitive and social presence among all instructors and teachers due to the positive impact on students’ online learning. Future Research: Future research on measuring the impact of transforming students’ design thinking mindset after using interactive technology is recommended. In addition, it is highly recommended to consider measuring how the students’ learning is influenced by the teaching presence of their instructors. Also, it is recommended that future research considers measuring the instructors’ digital competencies and their impact on planning instructional activities.
30
González-Gómez, Antonio L., David P. Farrington, and Vicente J. Llorent. "Descriptive and Quasi-Experimental Studies about Moral Emotions, Online Empathy, Anger Management, and Their Relations with Key Competencies in Primary Education." International Journal of Environmental Research and Public Health 18, no. 21 (November 4, 2021): 11584. http://dx.doi.org/10.3390/ijerph182111584.
Full textAbstract:
Background: Antisocial behaviours make social interactions difficult among students. Moral emotions, online empathy, and anger management are social and emotional variables related to prosocial and antisocial behaviours and health problems. This research aims to assess the impact of Cooperative Project-Based Learning intervention on these three variables for Primary Education students. Additionally, the relations of these variables with key competencies, such as social and emotional competencies and literacy competence, were studied. Method: This research is made up of two studies, descriptive and quasi-experimental, during regular school hours. The descriptive study was carried out with a sample of 516 primary school students and aimed to assess the development of the three variables, taking into account personal and ethnic-cultural factors. The quasi-experimental study, with pre-test and post-test data, had the participation of 145 students to study the incidence of these variables after Cooperative Project-Based Learning intervention in Primary Education. Results: The results show the relation among the cited variables and the positive impact of the intervention on moral emotions and anger management in the experimental group compared to the control group. Experimental group girls presented higher scores in moral emotions than control group girls. Conclusion: These results open new research lines in relation to the intervention as a programme to prevent the appearance of antisocial behaviours and health problems at school.
31
Mori, Lynsey. "Towards a perfect universal educational curriculum." Contemporary Educational Researches Journal 12, no. 4 (November 28, 2022): 256–62. http://dx.doi.org/10.18844/cerj.v12i4.8486.
Full textAbstract:
In the process of reforming education, it has become no longer possible to discuss pedagogy, curriculum, instruction, academic achievement, or the culture and climate of schools without discussing social-emotional competencies under the framework of social and emotional learning. This paper attempted to explore some of the complications within the building and implementing an educational curriculum. The study discusses educational pedagogy in the existing literature. Based on the findings, education requires more dedicated and school-specific reflection into where things go wrong. Due to the broad range of skills and unfurling neuroscience behind emotional intelligence, it can be proposed that a lack of ownership of these competencies is assisting in a dilution through local authority principles/governments/education boards and to a loosely based school-level approach through individual teachers with little guidance or support.
Keywords: COVID-19, emotional competencies, emotional learning, neuroscience, pedagogy;
32
Sollom, Melissa. "A Quasi-Experimental Study on Social Emotional Learning and Primary Prevention." Journal of Educational and Developmental Psychology 11, no. 2 (May 10, 2021): 1. http://dx.doi.org/10.5539/jedp.v11n2p1.
Full textAbstract:
The purpose of this quasi-experimental study was to determine the efficacy of the Top 20 social emotional learning (SEL) program and how their SEL curriculum may lead to an increase in SEL. The secondary goal of this study was to explore how the social emotional competencies of self-awareness, self-management, social awareness, relationship skills, personal responsibility, decision-making, optimistic thinking, and goal-directed behavior may play a significant role in a child and adolescent’s social emotional development. A total of 359 middle school students participated in the study. The experimental group consisted of 170 students and the control group consisted of 189 students. Two middle school teachers at the school helped embed and teach the Top 20 SEL curriculum and monthly SEL lessons to all students in the experimental group. The teachers completed the Devereux Student Strengths Assessment (DESSA) pre-test one month into the study and the DESSA post-test five months later. The descriptive analysis revealed an increase in all eight social emotional competencies for the experimental group with a total SEL difference score of M = 8.23. The Top 20 SEL program has demonstrated how experience and practice in SEL skills are more likely to lead to an increase in SEL.
33
Ljubetic, Maja, and Toni Maglica. "Social and emotional learning in education and care policy in Croatia." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 650. http://dx.doi.org/10.11591/ijere.v9i3.20495.
Full textAbstract:
Worldwide practises and then scientific research is showing that social-emotional learning represents a highly promising approach for positive development and adjustment, improvement of academic success in children and even prevention of behavioural problems. But despite these findings, there is no systematic approach in the implementation of the social-emotional learning in Croatia, and the practice of it is not yet structured and comprehensive and occurs rather occasionally and spontaneously. This paper is trying to ascertain is there a formal and legal platform for implementing social-emotional learning in the crucial documents that regulate educational and care practises in Croatia. The analysis of the documents was conducted according to the criterium of key social-emotional competencies and the associated social-emotional skills.
34
CELIK, Servet, and Sakire ERBAY CETINKAYA. "Social-Emotional Learning Competencies of Turkish Learners of English: A Psychometric Evaluation." Educational Academic Research 1, no. 45 (June 28, 2022): 180–91. http://dx.doi.org/10.54614/aujkkef.2022.992998.
Full text
35
Torrijos Fincias, Patricia, Juan Francisco Martín Izard, and María José Rodríguez Conde. "La educación emocional en la formación permanente del profesorado no universitario." Profesorado, Revista de Currículum y Formación del Profesorado 22, no. 1 (March 1, 2018): 579–97. http://dx.doi.org/10.30827/profesorado.v22i1.9943.
Full textAbstract:
Resumen:En el presente artículo se establece la necesidad de desarrollar competencias emocionales en el profesorado no universitario. Se presenta el diseño, implementación y evaluación de un programa de Educación Emocional, como estrategia de formación permanente, para la promoción de competencias intra e interpersonales que favorezcan el desarrollo emocional y por consiguiente, la mejora del bienestar personal y social de los docentes. El objetivo de este trabajo ha sido constatar la eficacia del programa en la promoción de competencias emocionales, así como la necesidad percibida y la satisfacción que el profesorado muestra hacia este tipo de formación. Aplicamos un diseño de investigación evaluativa de tipo pre-experimental (sin grupo control) con medidas pretest-postest. Las variables seleccionadas de medida de impacto se han operativizado y registrado través de pruebas validadas previamente. La muestra ha estado constituida por profesores en activo en dos centros de titularidad privado-concertada (47 profesores). Los resultados obtenidos tras la aplicación del programa, muestran niveles superiores estadísticamente significativos (n.s. 0,05) en las distintas dimensiones de la competencia emocional. Además, se observa un grado de satisfacción alto por parte del profesorado hacia este tipo de formación. Concluimos, por tanto, que los profesores perciben los beneficios de este tipo de formación, constituyéndose un paso previo y fundamental para favorecer estas competencias en el alumnado, siendo coherentes con los objetivos del modelo educativo actual, en el sentido de favorecer una educación integral y de calidad. Abstract:This article it is based the need for work to emotional competencies improves in not university teaching staff. It´s present the implementation of Emotional programme education, such as lifelong learning strategy, for promoting competencies intra e interpersonal to emotional development and, therefore, improve teachers social well being. The aim of this paper is verify the effectiveness of the programme in emotional competencies development, such as need perceived and t satisfaction with the teaching faculty show to this type of training. We have a pre-experimental research design (As we do not have control group) by pretest and posttest measures. The sample is formed by 2 schools private- subsidized, having a total of 47 teachers. The results achieved show higher levels in different dimensions of emotional competence, remain favourables to posttest and high degree of satisfaction by teachers to this type of training. We conclude, therefore, that teachers perceived benefits of this type of training, constituting a previous and fundamental step to promote this competencies in students, should be coherent with the current educational model aims, in the sense of improve a comprehensive and quality education.
36
Gutiérrez-Lestón, Cristina, Núria Pérez-Escoda, Mercedes Reguant Alvarez, and Marta Eroles Asensio. "Innovación de educación emocional en el ocio educativo: el Método La Granja." Revista de Investigación Educativa 38, no. 2 (July 1, 2020): 495–513. http://dx.doi.org/10.6018/rie.405721.
Full textAbstract:
En este trabajo se presenta la aportación en educación emocional del Método La Granja, aplicado en el casal de verano realizado en la granja escuela de Santa María de Palautordera el verano de 2017. Se trata de una experiencia de educación no formal propuesta para favorecer el aprendizaje desde la emoción y la experimentación. El objetivo principal es valorar el efecto de la participación de 127 niños y niñas entre 8 y 14 años en términos de mejora de sus competencias emocionales, así como su percepción sobre la utilidad de lo aprendido. Sigue un paradigma pragmático que combina datos recogidos por distintas vías de aproximación. Incluye la aplicación del Cuestionario de Desarrollo Emocional (CDE-9-13 y CDE-SEC, del GROP) antes y al final, más un cuestionario de preguntas abiertas como postest.
En la competencia emocional global, así como sus cinco dimensiones: conciencia, regulación, autonomía, competencias sociales y competencias de vida y bienestar, las puntuaciones aumentan, después de su participación en el Casal, esas diferencias resultaron significativas en todos los casos excepto en la última dimensión. Según los análisis lexicométrico y del contenido de las preguntas abiertas, hay coincidencias entre ambas observaciones, cuantitativas y el significado otorgado a la experiencia en términos de competencias emocionales. La discusión y conclusiones más relevantes giran en torno a la importancia de la reflexión como potenciador del aprendizaje, la duración e intensidad de las intervenciones y la alineación de todos los recursos empleados que interactúan de forma sinérgica en torno al logro de los objetivos, temas recogidos ampliamente en la literatura científica. This paper presents an innovative methodology in the emotional education field, La Granja, which was developed during a summer camp celebrated in 2017 in Santa María de Palautordera (Barcelona-Spain). It is a non-formal education experience proposed to promote learning from the emotions and experiences. The main goal is to assess the effect of this method on 127 children, between 8 and 14 years of age, in terms of improving their emotional competencies, as well as their perception of the usefulness of what they have learned. It follows a pragmatic paradigm that combines data collected by different approaches. It includes the application of the Emotional Development Questionnaire (CDE-9-13 and CDE-SEC, of the GROP) before and at the end of the summer camp, plus the ad hoc survey with open questions as post-test.
In the global emotional competence, as well as its five dimensions: awareness, emotional regulation, emotional autonomy, social competencies, and life and wellbeing competencies, the scores increase, after their participation in the summer camp. These differences were significant in all cases except in the last dimension. According to the lexicometric analysis and the content of the open questions, there are coincidences between both quantitative observations and the meaning given to the experience in terms of emotional competencies. The most relevant discussion and conclusions are based on the importance of reflection as a learning enhancer, the duration and intensity of the interventions and the alignment of all the resources used that interact synergistically around the achievement of the objectives, topics broadly included in the scientific literature.
37
Elias, Maurice J. "Social-emotional skills can boost Common Core implementation." Phi Delta Kappan 96, no. 3 (October 13, 2014): 58–62. http://dx.doi.org/10.1177/0031721714557455.
Full textAbstract:
The same competencies neglected in the implementation of the Common Core are those that ultimately most help students become what the author calls college-ready, career-ready, and contribution-ready. These include communication, meta-cognition, resilient mindset, responsible character, and social-emotional learning, intertwined with academic knowledge. An example of the importance of these areas for successful Common Core implementation is provided in the context of a central Common Core focus: students’ deep engagement with text.
38
Ahmed, Ibrahim, Aswati Binti Hamzah, and Melissa Ng Lee Yen Binti Abdullah. "Effect of Social and Emotional Learning Approach on Students’ Social-Emotional Competence." International Journal of Instruction 13, no. 4 (October 1, 2020): 663–76. http://dx.doi.org/10.29333/iji.2020.13441a.
Full text
39
Olive, Caitlin, Karen Lux Gaudreault, and Adriana Lucero. "Strategies for Implementing Social-Emotional Learning in Adapted Physical Education." TEACHING Exceptional Children 54, no. 1 (September 2021): 63–69. http://dx.doi.org/10.1177/00400599211046279.
Full textAbstract:
Benefits of developing SEL skills can include improved academic success, emotional health, increased patience for problem solving, and enhanced emotional control and regulation (Ciotto & Gagnon, 2018). Physical education (PE) can be used as an avenue to teach SEL skills by connecting the affective domain (Ciotto & Gagnon, 2018) with the five SEL competencies of: (a) self-awareness, (b) social-awareness, (c) self-management, (d) relationship skills, and (e) responsible decision-making. We offer that SEL is important for all students and can support students with special needs, including those not in general education classrooms, when implemented with appropriate modifications. The purpose of this article is to provide adapted physical educators with two strategies for developing and implementing SEL within APE programs: Restorative Justice Circles (Anfara et al., 2013; Suvall, 2009) and TPSR (Hellison, 2003).
40
Sorbet, Stefanie R., and Charles E. Notar. "Positive Classroom Design through Social-Emotional Learning: Building a Community of Learners." American Journal of Education and Learning 7, no. 1 (February 23, 2022): 1–13. http://dx.doi.org/10.55284/ajel.v7i1.604.
Full textAbstract:
There is a direct relationship between meeting the needs of our students through providing a positive learning environment that is rich in social and emotional learning and building a community of learners who want to be engaged in their learning. Students who participate in social and emotional learning in the classroom are able to practice self-control, self-management, responsible decision-making, relationship skills, and social awareness (Casel, 2020). Social and emotional learning activities and lessons help teachers to meet the basic needs of their students in order for them to thrive in their learning environment. When basic needs are met and social-emotional learning competencies are achieved, students feel a sense of community in their classroom. When students feel a part of a positive environment, behavior decreases, and engagement increases. The article is based on a review of the literature and the personal experiences of one of the authors.
41
Heath, Melissa Allen, Kathryn Smith, and Ellie L. Young. "Using Children’s Literature to Strengthen Social and Emotional Learning." School Psychology International 38, no. 5 (September 25, 2017): 541–61. http://dx.doi.org/10.1177/0143034317710070.
Full textAbstract:
The introductory article to this special edition of School Psychology International, “Using Children’s Literature to Strengthen Social and Emotional Learning,” describes the need for a broader base of support for children’s mental health needs. Both nationally and internationally, the limited number of mental health professionals demands alternative options for the delivery of mental health services. Schools are recommended as one proposed venue for providing these services to children and youth. As such, teachers need easy-to-use basic information about mental health resources that are viable, yet rely on minimal professional support and supervision. One option is bibliotherapy, using books and stories to support social emotional needs. From the mental health perspective of both prevention and intervention, bibliotherapy is proposed not just as a professional’s therapeutic tool, but also as a layman’s resource to address students’ basic social emotional needs. We offer resources from a website that includes basic bibliotherapy lesson plans, posters, activities, and video clips—all centered on the five foundational competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL). This website [ http://education.byu.edu/sociallearning ] is geared to educators and mental health professionals who work with elementary school children, ages 5–11.
42
Uzunova, Veneta. "Social and Emotional Learning as Through the Views of Teachers Applying STEM Apporach in Learning." Педагогически форум 10, no. 2 (2022): 16–29. http://dx.doi.org/10.15547/pf.2022.009.
Full textAbstract:
The development and application of the STEM approach in education is in the focus of contemporary research work. STEM based learning creates premises for problem solving on your own and in a team, managing conflict situations, finding your own place in the team, the skills to express and argue a position, skills for active listening and going deeper into other’s point of view, “outside of the box” thinking. Social and emotional learning in itself is an approach for the creation and the development of competencies in areas such as: self-awareness, decision making, self-respect, social awareness and social skills. The current article presents the results of a conducted research among teachers implementing the STEM approach in their teaching. It is an attempt to establish through reflection and self-reflection an answer to the question to what extent do they think of social and emotional learning as they implement STEM and what social and emotional skills are being developed in both students and teachers through STEM.
43
Chen, Chun, Chunyan Yang, and Qian Nie. "Social-Emotional Learning Competencies and Problematic Internet Use among Chinese Adolescents: A Structural Equation Modeling Analysis." International Journal of Environmental Research and Public Health 18, no. 6 (March 17, 2021): 3091. http://dx.doi.org/10.3390/ijerph18063091.
Full textAbstract:
To advance the understanding about social-cognitive factors related to Chinese adolescents’ experience with problematic Internet use (PIU), we examined the associations between social-emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, self-awareness, and social relationship) and problematic Internet use (PIU) among 1141 11th grade high school students from Southwest China. Through comparing the latent means of PIU across students with different demographic background (i.e., gender, social-economic status, left-behind status), the study found that male students endorsed higher levels of overall PIU and more problematic time management with Internet use than female students. No latent PIU mean differences were observed across family income and students’ left-behind status. Using structural equation modeling (SEM) while controlling for demographic factors, overall SEL competencies were found to have a significantly negative association with PIU. Meanwhile, all five SEL domains were also negatively associated with students’ PIU. The findings imply the importance of fostering SEL competencies in preventing PIU among Chinese adolescents. The study provides important practical implications for informing school-based SEL competencies programs for PIU prevention among Chinese youths.
44
Martinsone, Baiba. "Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia." Journal of Teacher Education for Sustainability 18, no. 1 (June 1, 2016): 57–68. http://dx.doi.org/10.1515/jtes-2016-0005.
Full textAbstract:
Abstract This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable social and emotional learning program in Latvia. The article also includes the teachers’ self-reflected experience illustrated through the perspective of the program’s sample activities. The general goal of the program is to develop the emotional and social competencies of pupils, and at the same time to introduce to schoolteachers the principles necessary for combining academic and social emotional learning. As a preventive approach this program is aimed at all ages of pupils (from primary forms to secondary grades). During the school years 2012/ 13 and 2013/14 the social emotional learning program was introduced in 39 schools in Latvia (a total of 12 699 pupils). The participants implementing the program were 630 classroom teachers (614 female and 16 male with the mean age 45.04 years). As a result of the program implementation, social and emotional learning principles became a common approach for the entire school; the teachers became well versed on social emotional issues and received materials for conducting class lessons at each level; regular teacher supervisions were provided; regional supervisors were trained to sustain the pedagogical practice.
45
Mori, Lynsey. "How Social-Emotional learning improves the Japanese English education system." Global Journal of Foreign Language Teaching 12, no. 4 (November 29, 2022): 267–76. http://dx.doi.org/10.18844/gjflt.v12i4.6956.
Full textAbstract:
It must be accepted that there will never be a perfect universal educational curriculum and teachers can only strive for improvement. In the process of reforming education, it has become no longer possible to discuss pedagogy, academic achievement, or the culture and climate of schools without discussing social-emotional competencies under the framework of social and emotional learning (SEL). This pedagogical concept has been welcomed in Western countries such as the U.S. and the U.K., but will it find a place in the educational systems in the East in countries such as Japan, and in what capacity? This paper aims to analyze d SEL, and disclose some of the possible problems of initializing this reform; the current Japanese educational system-in particularly the lack of transition between K-12 and university, thinking style, cultural prejudice, and gender inequality. This study conducts a literature review on the topic and presents the findings in a discussion. Keywords: Educational reform; Equity; Social Emotional Learning; Teaching English as a foreign language.
46
Sanchez, Bernice, and Hayley Kazen. "Qualitative Study on At-Risk Hispanic Adolescents engaged in Social Emotional Learning and Mindfulness Practices." International Journal of Educational Methodology 7, no. 4 (November 15, 2021): 615–22. http://dx.doi.org/10.12973/ijem.7.4.615.
Full textAbstract:
<p style="text-align: justify;">The following study highlights the importance of Social Emotional Learning (SEL) and provides a descriptive overview of the Collaborative for Academic Social and Emotional Learning (CASEL) organization competencies at both the national and state level. Qualitative data was collected during a study conducted on at-risk Hispanic high school students who engaged in a mindfulness yoga program. Adolescents voluntarily participated in 12 weeks of mindfulness yoga (24 classes) and provided post essay responses to questions associated with the five core competencies of SEL: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Evidence aligned with SEL competencies after 24 mindfulness yoga sessions through implicit yoga instruction (absence of explicit direct instruction) were coded and reported accordingly. Overall, findings indicate consistencies with previous research on mindfulness yoga programs in the schools of the impactful benefits of healthy behaviors and mental wellness for adolescents at risk. Documented conclusions from this study showcase an increased positive impact on SEL categories of self-awareness, self-management, and decision making.</p>
47
Terrasi, Salvatore, and Patricia Crain de Galarce. "Trauma and learning in America’s classrooms." Phi Delta Kappan 98, no. 6 (March 2017): 35–41. http://dx.doi.org/10.1177/0031721717696476.
Full textAbstract:
Whether they work in a rural, urban, or suburban district, all teachers should expect to confront children who have had adverse childhood experiences involving trauma. All teachers should understand how trauma affects students’ social, emotional, and academic growth. The more that teachers understand how traumatic experiences affect student competencies, the more proactive they can be in creating trauma-sensitive learning environments. Trauma-sensitive schools provide a safe and respectful environment that enables students to build caring relationships with adults and peers, self-regulate their emotions and behaviors, and succeed academically, while supporting their physical health and well-being.
48
Carter, Stephen, and Amy Chu-May Yeo. "Developing undergraduate social and emotional competencies: a UK/Malaysian comparison." International Journal of Educational Management 28, no. 2 (March 4, 2014): 152–72. http://dx.doi.org/10.1108/ijem-03-2012-0035.
Full textAbstract:
Purpose – The purpose of this paper is to investigate similarities and differences between the UK and Malaysian undergraduates in terms of perceived social and emotional competencies (SEC), their effect on academic performance and to make recommendations on curriculum development or teaching and learning interventions to make students more SEC equipped for the “real” world. Design/methodology/approach – This study employed a positivist approach via a survey instrument to measure the perceived SEC. Descriptive and inferential statistics, including standard multiple regression analyses, were used to test the hypotheses. Findings – The analysis highlighted specifically, individual competencies (e.g. conscientiousness) rather than competency domains. Striking differences were observed between the two data sets, e.g. the regression analysis revealed that among the UK students, “Self-Awareness” domain and “Service Orientation” competency contributed uniquely to academic performance. However, no significant results were found for the Malaysian students. Research limitations/implications – Using GPA scores for performance measurement is complex which might have the potential to affect the accuracy of the comparative results. Practical implications – The findings serve as a practical guide for education providers and employers which they could use to train young and inexperienced undergraduates and provides suggestions for education providers to “build in” specific intra- and interpersonal SEC in their assessment criteria and curriculum activities and modules. Originality/value – The transnational comparison helps to add a new dimension to support the paucity of the SEC effect on academic performance and suggests which specific individual competencies and which competency cluster to emphasise in two different institutions and countries.
49
Kaur, Irameet, Charu Shri, and K. M. Mital. "Performance management model for teachers based on emotional intelligence and social media competencies." Journal of Advances in Management Research 15, no. 4 (October 1, 2018): 414–33. http://dx.doi.org/10.1108/jamr-09-2017-0086.
Full textAbstract:
Purpose The technological advances worldwide are posing challenges for the teaching fraternity. However, certain competencies can enable the teachers to enhance their performance by managing self and adopting flexible teaching and learning tools. The purpose of this paper is to identify, analyse and model such competencies with special reference to emotional intelligence and social media competencies (SMCs). A competency framework is developed and a subsequent performance ranking system is derived in this study. Design/methodology/approach The statistical approach of multiple regression using partial least square based strucutural equation modelling is used for model development by estimating the impact of various competencies on performance. The technique of analytical network process is applied to derive a performance management system for ranking employees. Findings The paper estimates the relative impact of various competencies on superior performance of teachers, thus enabling to develop a competency model. A performance management and ranking system has also been developed. Practical implications A working practical model for performance management and ranking of teachers is developed on the basis of different criteria having different weightage. The ranking model can enable to develop suitable strategies for making effective recruitment and appraisal decisions. Originality/value The performance management model integrates emotional intelligence competencies, SMCs along with knowledge, skills and attitude, to develop fair and weightage-based performance ranking system.
50
Brave, Kathryn Lavin, and Jillian Miller. "Using Fermi Questions to Foster Community." Mathematics Teacher: Learning and Teaching PK-12 115, no. 11 (November 2022): 801–7. http://dx.doi.org/10.5951/mtlt.2022.0002.
Full text