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Статті в журналах з теми "Social and emotional education"

Автор: Grafiati

Опубліковано: 11 березня 2023

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1

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.

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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.

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2

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.

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3

Mccaslin, Mary, Christine C. Vriesema, and Susan Burggraf. "Making Mistakes: Emotional Adaptation and Classroom Learning." Teachers College Record: The Voice of Scholarship in Education 118, no. 2 (February 2016): 1–46. http://dx.doi.org/10.1177/016146811611800205.

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Background We studied how students in Grades 4–6 participate in and emotionally adapt to the give-and-take of learning in classrooms, particularly when making mistakes. Our approach is consistent with researchers who (a) include cognitive appraisals in the study of emotional experiences, (b) consider how personal concerns might mediate situational experiences, and/ or, (c) examine the interplay of emotion generation and regulation in emotional adaptation. Purpose of Study Our aim was to better understand how students think, feel, and cope— their emotional adaptation—when making mistakes in the pursuit of classroom learning and how this might impact their relationships with peers. We explored the possibility of individual and contextual differences in students’ emotional adaptation dynamics and considered how they might uniquely coregulate students’ coping with making mistakes in classrooms. Participants Participants were fourth- through sixth-grade students who attended one of five schools within a single district. Schools were labeled as relatively high or moderate in poverty density, defined by the percentage students receiving free or reduced lunch support. Research Design Students’ self-conscious emotions and coping strategies were measured with the School Situations (SS) inventory, a pencil-and-paper measure of children's self-conscious emotions in three classroom social/instructional contexts: private, small group, and whole class. SS assesses how students experience (generate) and cope with (regulate) self-conscious emotions (guilt, pride, shame) in response to situations they commonly encounter or witness in classrooms. SS was administered in November and again in May after students completed a mathematics pretest and posttest, respectively. Findings Findings revealed the importance of context—cultural (poverty density), social (classroom social/instructional format), and personal (readiness)—in the coregulation of students’ self-conscious emotions and coping. It is difficult for students with fewer resources (due to school poverty density or readiness to learn) to cope with negative emotions when making mistakes and to realize pride upon success. Further, an exploratory factor analysis based on students who participated at both pretest and posttest revealed five unique emotional adaptation subscales—Distance and Displace, Regret and Repair, Inadequate and Exposed, Proud and Modest, and Minimize and Move On—that are relatively stable across the school year and linked with readiness and learning. Conclusions The stability of students’ emotional adaptation profiles suggests that students develop characteristic emotional adaptations to classroom learning demands. Further, the modest strength of these relationships supports the conclusion that students’ emotional adaptations are malleable and open to intervention.

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4

Mittal, Neeru. "SOCIAL EMOTIONAL LEARNING AND EDUCATION TECHNOLOGY." International Journal of Engineering Applied Sciences and Technology 04, no. 10 (February 28, 2020): 163–66. http://dx.doi.org/10.33564/ijeast.2020.v04i10.031.

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5

Horner, Christy Galletta, Tanner Lebaron Wallace, and Matthew J. Bundick. "Adolescents’ Interpretations of the Role of Emotion in High School." Teachers College Record: The Voice of Scholarship in Education 117, no. 5 (May 2015): 1–34. http://dx.doi.org/10.1177/016146811511700501.

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Background To persistently engage in academic tasks and efficiently process cognitively demanding material in school, successful learners must employ various self-regulatory systems—including the regulation of emotional experiences and expressions—in response to social and task-specific demands. Furthermore, emotional information helps students derive meaning from and assign causal attributions to events such as academic and social experiences, which influence motivation for action. Thus, it is important to understand the interplay between learners’ emotions and the school environment. Research Questions Two research questions were addressed: (1) What patterns of emotional expression/suppression and emotion coaching opportunities did youth perceive in their relationships with school-based adults? and (2) What social processes do youth attribute to patterns of emotional expression or suppression? Participants Youth from urban high schools (N = 72) in California, Minnesota, and Pittsburgh participated in the study. Research Design Facilitators used a semiflexible protocol to prompt youth in 10 focus groups to discuss identity and relational development. Data Collection and Analysis Focus group sessions were recorded, and NVivo9 software was used to iteratively code and analyze verbatim transcripts. Findings Analyses revealed a strong pattern of emotional suppression in the context of relationships with educators paired with high valuation of opportunities for emotional expression. Sustained emotional suppression was commonly attributed to social expectations in schools. We discuss these results in the context of emotion socialization and school culture to suggest implications for research and practice.

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6

Nabi, Gulzi, Aizhan Abibulaeva, Meiramkul Bulakbayeva, and Merey Zholzhaksynova. "The problem of the development of emotional intelligence of future social educators." Cypriot Journal of Educational Sciences 17, no. 7 (July 29, 2022): 2416–27. http://dx.doi.org/10.18844/cjes.v17i7.7687.

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The purpose of this research is to evaluate the development problem of the emotional intelligence of future social educators in line with the views of future social educators. This research was designed in accordance with the qualitative research method. The study group of the research consisted of 40 pre-service teachers studying in the department of social studies teaching at a university in Almaty, Kazakhstan, in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it has been determined that the majority of teacher candidates have a medium level of emotional intelligence. The majority of teacher candidates show behaviours that show high emotional intelligence. They expressed it as knowing which emotions and why, understanding the emotions of the people around them, empathising with the people around them, being able to control their own emotions and expressing their own emotions only when they want. The pre-service teachers who participated in the research evaluated the barriers to the development of emotional intelligence in three categories: family barriers, personal barriers and environmental barriers. In line with the results of the research, the necessity of organising seminars that can be guided by emphasising the importance of emotional intelligence for future social educators has emerged. Keywords: Emotional intelligence, development of emotional intelligence, future educators;

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7

Barbu, Elena Gabriela. "Emotional culture pedagogy – science of education oriented to the training of social competences." Acta et commentationes: Științe ale Educației 3, no. 29 (November 2022): 134–41. http://dx.doi.org/10.36120/2587-3636.v29i3.134-141.

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The research presents scientific arguments aimed at the pedagogy of emotional culture as a science of education oriented towards the formation of social communication competence which is always stimulated by a show of emotions. The importance of the emotional quotient in personality development is given a much higher value. Emotions ensure survival, decision making, boundary setting, effective, pleasant communication. Emotional culture integrates emotional, communicative qualities and capacities that ensure awareness, acceptance and regulation of both personal and other states and feelings and determines the success of interpersonal interactions and personal development.

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8

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.

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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.

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9

Lee, In-Jae. "Social and Emotional Learning and Moral Education." Journal of Ethics Education Studies 55 (January 31, 2020): 165–93. http://dx.doi.org/10.18850/jees.2020.55.06.

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10

Burke, Robert W. "Social and Emotional Education in the Classroom." Kappa Delta Pi Record 38, no. 3 (April 2002): 108–11. http://dx.doi.org/10.1080/00228958.2002.10516354.

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11

Mylonakou-Keke, Iro. "Social and Emotional Education Through Sociopedagogical Practices." Procedia - Social and Behavioral Sciences 69 (December 2012): 169–76. http://dx.doi.org/10.1016/j.sbspro.2012.11.396.

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12

Soutter, Madora. "Measuring joy: A social justice issue." Phi Delta Kappan 101, no. 8 (April 27, 2020): 25–30. http://dx.doi.org/10.1177/0031721720923517.

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Schools that make an effort to promote social-emotional learning, character growth, and joyful learning may question whether and how to measure the effectiveness of such efforts. Yet, as Madora Soutter explains, measurement is an important way to ensure that all students, including those who are frequently marginalized, feel emotionally supported in their schools. Soutter discusses how measurement of SEL and other outcomes is a social justice issue while also warning educators of some of the pitfalls of such measurements. She cites the efforts of the EL Education network of schools as one example of how a school can track social-emotional learning in a way that is attentive to equity.

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13

Moussa, Mahmoud Ali. "Social compensation and Emotional Gratification Needing as Predictors of Supportive Feedback Behavior among Social networks users’." International Journal of research in Educational Sciences 4, no. 2 (March 20, 2021): 323–52. http://dx.doi.org/10.29009/ijres.4.2.9.

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The study aimed to verify the contribution of both social compensation and emotional gratification needing as predictors of supportive feedback behavior among users of social networks. The sample consisted of 237 male and female volunteers who responded to the study scale via social networks. The study relied on the correlational approach. Virtual families scale prepared by Abdullah Al-Anzi and Mahmoud Ali Moussa (2019), which dimensions consisted of the study variables. Missing cases had been treated by replacing them with an average and verifying with no differences between data before and after treating them using the paired sample T-test. No Outlier values were observed in the sample results. The results revealed that the needing for social compensation and emotional satisfaction predict the behavior of supportive feedback, then the contribution to social compensation was higher than emotional gratification.

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14

Mok, Magdalena Mo Ching. "Social and emotional learning." Educational Psychology 39, no. 9 (August 30, 2019): 1115–18. http://dx.doi.org/10.1080/01443410.2019.1654195.

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15

Larsson, Anna. "Physical, emotional, and social illness." History of Education Review 46, no. 2 (October 2, 2017): 194–207. http://dx.doi.org/10.1108/her-01-2016-0006.

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Purpose The purpose of this paper is to examine ideas and notions in the founding and development of the area of mental health services in school in Sweden, with special focus on school psychology and school social work. Design/methodology/approach From a history of thought perspective, this paper investigates public Swedish school-related documents from the early 1900s up until the 1980s in order to reveal the influential ideas about school health care, children’s needs, and professionals’ responsibilities. These ideas are linked to the twentieth century development of the behavioural sciences, the school system, and the welfare state in Sweden. Findings Two main turning points are identified. The first occurred in the 1940s when psychologists and social workers were invited to become part of schools as experts on children’s mental health care, implying that mental health issues had become included in the school’s responsibility. The second turning point came in the 1970s when the tasks and the ideational context for the mental health experts changed dramatically. The first turning point challenged the dominant explanation model, a model that relied on scientific references to medicine, and eventually led to an acceptance of psychology instead as dominant provider of explanatory models. The second turning point affected the tension between child and system, and implied a subordination of the needs of the system for the benefit of the needs of the child. Originality/value This paper highlights how views on children’s needs and on the responsibilities of school and its professionals have been constructed and conceptualised differently over time and how those views are connected to changes in science, school, and society.

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16

Collie, Rebecca J. "Perceived social-emotional competence: A multidimensional examination and links with social-emotional motivation and behaviors." Learning and Instruction 82 (December 2022): 101656. http://dx.doi.org/10.1016/j.learninstruc.2022.101656.

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17

Thümmler, Ramona, Eva-Maria Engel, and Janieta Bartz. "Strengthening Emotional Development and Emotion Regulation in Childhood—As a Key Task in Early Childhood Education." International Journal of Environmental Research and Public Health 19, no. 7 (March 27, 2022): 3978. http://dx.doi.org/10.3390/ijerph19073978.

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The following article deals with emotional development and the development of emotion regulation skills in children during early childhood education, focusing primarily on the importance of the early childhood teacher. Emotion regulation is important for success and wellbeing in further life. It is developed in interaction with parents as attachment figures. Teachers can also be important persons for the child in the context of bonding. This leads to the question of how early childhood teachers can support children learning to regulate their emotions. We analyze with the content analysis, four programs for promoting social and emotional skills that are currently used in Germany. The main question is if the programs include elements that increase teachers’ skills in supporting the children in regulating their emotions. The categories to analyze the programs are derived from theories of teacher-child interaction. In addition to programs for promoting emotional and social development, we will discuss aspects of shaping interaction as essential elements in promoting emotion regulation. The conclusion outlines some key implications for educational practice and the importance of developing professional behavior for qualitative teacher-child interactions.

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18

Cordeiro, Eugenia de Paula Benício, Morgana Marcelly Costa Marques, and Mayara Thayana Neves Costa. "Socio-emotional education: paths to inspire studies, research and practices." Revista Tempos e Espaços em Educação 14, no. 33 (May 1, 2021): e13729. http://dx.doi.org/10.20952/revtee.v14i33.13729.

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This article presents findings of a bibliographic research which had as its scope identifying social and emotional skills proposed by different authors from this field. More specifically, it aimed to: classifying social and emotional skills by domains of competencies; detailing the skills related to self-awareness, focusing on the emotional dimension; proposing a lesson plan for promoting self-awareness in the classroom. The findings have shown that: by detailing social and emotional skills per competence, it may contribute to guide pedagogical activities based on theoretical pinpoints; deepening the theoretical foundations of emotions is essential for understanding the process of self-awareness; creating pedagogical sequences coherent and consistent with social and emotional development, requires the exercise of transposing theory into practice, respecting each educator’s singularities according to his/her reality in class.

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19

Khodai, Hemavibushani. "Belonging through Social Emotional Learning." Mathematics Teacher: Learning and Teaching PK-12 114, no. 7 (July 2021): 556–58. http://dx.doi.org/10.5951/mtlt.2021.0084.

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Lachuk, Amy Johnson. "Introduction to Yearbook on Emotions in Teaching and Teacher Education for Social Justice." Teachers College Record: The Voice of Scholarship in Education 121, no. 13 (April 2019): 1–14. http://dx.doi.org/10.1177/016146811912101301.

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In this chapter we provide an overview of our understandings of emotion, using Barrett's work on the construction of emotion. We then link this framework to the discussion of three landmark texts in teacher education: Waller's The Sociology of Teaching (1932), Jackson's Life in Classrooms (1968), and Lortie's Schoolteacher (1975). We examine these texts for what they bring to our understandings of emotions in teaching. While these landmark texts elide the emotions tied to teaching culturally and racially diverse learners, what excites us about them is how they work together to create composite sketches of classroom teachers at particular points in time. We identify an often unacknowledged emotional undercurrent to their work that fascinates us. We then discuss how this collection's contributors take up this call to focus on emotion within their particular work in teacher education.

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21

Bond, Laura F., Maurice J. Elias, and Samuel J. Nayman. "Empowering students for social action in social studies." Phi Delta Kappan 102, no. 5 (January 26, 2021): 42–46. http://dx.doi.org/10.1177/0031721721992565.

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In these challenging times, it is essential to activate student voice and prepare them for civic engagement and social action. Social-emotional learning strategies integrated into the social studies curriculum help to accomplish just that. Laura Bond, Maurice Elias, and Samuel Nayman describe the STAT program, which enables students to build both social-emotional and citizenship skills that will help them to take action on the issues they care about now and in the future.

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Barrantes-Elizondo, Lena. "Educación emocional: El elemento perdido de la justicia social." Revista Electrónica Educare 20, no. 2 (May 1, 2016): 1. http://dx.doi.org/10.15359/ree.20-2.24.

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This essay aims to demonstrate how social injustice becomes a side effect of the lack of an emotional educational program in the education system. The discussion focuses in the necessity of channeling emotional abilities since early ages and making the four basic dominions of the emotional ability: self-awareness, self-government, social coexistence and relationships management, part of the common knowledge. The emotional ability is a necessary element for both current and future education. This ability is a fundamental piece in the society puzzle, it constitutes a key element in a fair complex human coexistence where individuals learn to govern over their emotions through strategies since their childhood. On the other hand, the need to acquire a deeper knowledge of oneself emotions is highlighted, as well as identifying the emotions of others, develop the ability to regulate our own negative emotions, the ability to create positive emotions and the ability to self motivate in order to adopt a positive attitude towards life. Among the main conclusions, these can be cited: the socio-emotional abilities become a basic aspect of human development; an educational program that seeks to approach this ability requires more than a list of values and attitudes; in order to get out of this a systematic answer, clearly set objectives, contents, mediating activities and evaluation strategies are required.

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23

Rosenberg, Julia, Patricia McDonough Ryan, Caroline O’Brien, Fereshteh Ganjavi, and Mona Sharifi. "Pilot Wellness Program With Adapted Social–Emotional Learning and COVID-19 Curriculum for Refugee Youth." Health Education & Behavior 49, no. 1 (October 11, 2021): 17–25. http://dx.doi.org/10.1177/10901981211048830.

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Refugee children are less likely than their non-refugee peers to receive timely diagnoses and treatment for mental and/or behavioral health problems, despite facing multiple risk factors including potential exposure to trauma during premigration, migration, and postmigration experiences. Social–Emotional Learning offers preventive mental health education for children through well-established, evidenced-based curricula. Although there are clear benefits of Social–Emotional Learning curricula, which can help children achieve long-term success emotionally and academically, Social–Emotional Learning curricula are not easily accessible for refugee children, often because of language and socioeconomic barriers. In this pilot study, we evaluated the feasibility and acceptability of an adapted Social–Emotional Learning program that included culturally specific, multilingual, trauma-informed wellness, and physical education during the COVID-19 pandemic: EMPOWER (Emotions Program Outside the Clinic With Wellness Education for Refugees). We used the Intervention Mapping framework which guided the (1) planning, (2) program development, and (3) mixed-method evaluation of the feasibility and acceptability of the EMPOWER pilot. We found that this adaptation was well-received by Afghan refugee families and that COVID-19 safety measures were well-understood after participation. Challenges emerged around videoconferencing connectivity and around finding a common language for discussing emotions. Future iterations of the program and evaluations will require continued partnerships with community members and organizations. As we continue and expand EMPOWER, we aim to evaluate short-term improvement in Social–Emotional Learning competence as well as long-term mental and behavioral health outcomes for children and their families.

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24

Maria, Pleşca. "Profilul psihoemoțional al tânărului activ social." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 44, no. 1 (2020): 26–30. http://dx.doi.org/10.46727/jshs.2020.v44.i1.p26-30.

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The social activity of the young man focuses on two important aspects: personality traits and affective ones. The social activity is considered to be modeled from the natural data and characteristics of the person who were trained and developed during the education, education, training and practical processes. In other words, it shows the quality, the way in which a person refers to the social environment and the way he is able to solve the problems (both his own and his other people's). In order to highlight the psycho-emotional profile and the characteristics of the active adolescents, we conducted research with a definitive character. The analysis of the results of the survey allowed us to determine the quantitative report of the content, the emotional and evaluative characteristics of the representations that compose the image of a person active in the social plane.

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Bajri, Ibtesam AbdulAziz, and Nada Abdulmajeed Lashkar. "Saudi Gender Emotional Expressions in Using Instagram." English Language Teaching 13, no. 5 (April 23, 2020): 94. http://dx.doi.org/10.5539/elt.v13n5p94.

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There are plentiful studies exploring gender emotional differences. Gender and emotion stereotypes make people believe that there are certain emotions associated with each gender and this is supported by many studies. The purpose of this research is to analyze the emotional expressions of Saudi men and women in Instagram, a social networking service. This paper aims to explore the Saudi differences of emotional expressions. Also, if gender emotion stereotypes apply on these expressions or not. Data is collected through corpus analysis of Arabic comments for a certain post on Instagram. The results of this study demonstrate that there are differences in Saudis' expressions of emotions in which each gender uses different expressions. Additionally, gender stereotypes of emotions are applied to their emotional expressions that is men express negative emotions more while women express positive emotions. Another result is that women are found to be more emotional than men. Overall, the findings contribute to increase understanding of online emotional expressions of both Saudi genders.

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Ulya, Miftah. "EMOSI POSITIF MANUSIA PERSPEKTIF AL-QUR’AN DAN APLIKASINYA DALAM PENDIDIKAN." El-Furqania : Jurnal Ushuluddin dan Ilmu-Ilmu Keislaman 5, no. 02 (August 29, 2019): 154–80. http://dx.doi.org/10.54625/elfurqania.v5i02.3507.

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Abstract: Humans are unique creatures that have emotions. The emotions behind the actions and willingness are also closely intertwined with all the personalities that give color to the mood. Emotion is a biological and psychological state and a series of tendencies to act that exist in oneself almost in every human action. In the Qur'an, the phrase "human emotion" is directly related to human behavior, both as individual beings (fardiyah) and social (jama ’iyah), both in the aspects of the past, present, and future information. In general, described pleasant emotional expressions, and there are also unpleasant emotional expressions. In al-Quran there are many explanations and descriptions of various basic emotions felt by humans. Fear, happy or happy, and other emotions. In the midst of the hustle and bustle of emotional problems that do not escape the process of transfer of knowledge in the realm of education that can affect the exemplary crisis as a figure in education, then by putting positive emotions as a basic reference, it will be felt as a solution that can provide one-one solutions to the world education today. Keynote: Emotions, al-Qur'an, Application, Education.

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Oltean, Alexandra Ioana. "Social-Emotional Development - Highlights in the Romanian Curriculum for Early Education." Educatia 21, no. 21 (December 14, 2021): 175–82. http://dx.doi.org/10.24193/ed21.2021.21.18.

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Social-emotional development represents a main developmental domain proposed by the current curriculum for early education in Romania. The main aspects related to this domain are the proper initiation and maintenance of social interactions, the ability to identify and express emotions, to react adequately to the emotions expressed by others, and the self-concept development. Thus, in kindergarten, children learn what solidarity and responsibility for their own actions and for their own behavior mean and that they can control their behavior towards others. All these are essential for the individual wellbeing and learning outcomes, as well as for his future social integration. The Romanian curriculum for early education describes behavioral indicators related to the social-emotional development of children, which can be followed by educators within daily didactic activities. The current study describes the main highlights related to this developmental field found in the main document of the regulatory framework for the Romanian preschool education system. Taking the pandemic context into consideration, we can affirm that educators are required to reconsider the implications of the proper development of social-emotional skills more than before.

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Elmi, Chiara. "Integrating Social Emotional Learning Strategies in Higher Education." European Journal of Investigation in Health, Psychology and Education 10, no. 3 (August 26, 2020): 848–58. http://dx.doi.org/10.3390/ejihpe10030061.

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Social and emotional learning (SEL) strategies develop skills linked to cognitive development, encourage student focus and motivation, improve relationships between students and teachers, and increase student confidence and success. More attention should be paid to students’ emotions in higher education to enhance students’ engagement in the classroom and improve social awareness (i.e., respecting others, understanding other perspectives, providing help to those who need it), motivation, and academic achievement. This article focuses on the implementation of practices that promote SEL in higher education and science, technology, engineering, and mathematics (STEM) programs. The paper aims to assess the academic and behavioral-related outcomes of applying SEL in mineralogy, an Earth science introductory course in a four-year university. The results of the present paper reveal that instructional practices supporting SEL are suited for engaging and stimulating learners’ multiple intelligences. The observed student course assessment performance suggests that integrating SEL may be a viable strategy for promoting student interest in science, building stress resilience, and creating more positive engagement with students. The instructional practices reported in this paper could support science instructors in designing teaching methods that promote self-management and social awareness to increase students’ academic outcomes.

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Ciotto, Carol M., and Amy G. Gagnon. "Promoting Social and Emotional Learning in Physical Education." Journal of Physical Education, Recreation & Dance 89, no. 4 (April 10, 2018): 27–33. http://dx.doi.org/10.1080/07303084.2018.1430625.

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Pasi, Raymond J. "Initiating a Program in Social and Emotional Education." NASSP Bulletin 81, no. 593 (December 1997): 100–105. http://dx.doi.org/10.1177/019263659708159313.

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Reinert, Paul M. "Social-emotional learning: a model for higher education." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 114–15. http://dx.doi.org/10.1108/jrit-02-2019-0039.

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Jacobs, Jenn, and Paul Wright. "Social and Emotional Learning Policies and Physical Education." Strategies 27, no. 6 (November 2, 2014): 42–44. http://dx.doi.org/10.1080/08924562.2014.960292.

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Al-shammari, Maha, Asma Ashankyty, Najmah Al-Mowina, Nadia Al-Mutairy, Lulwah Al-shammari, Anfal al-qrnas, and Susan Amin. "Social-Emotional Perceptions of Deaf Students in Hail, Saudi Arabia." American Journal of Educational Research 2, no. 5 (May 5, 2014): 304–15. http://dx.doi.org/10.12691/education-2-5-11.

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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.

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Brown, Elizabeth Levine, Michael Valenti, Tracy Sweet, Duhita Mahatmya, Karen Celedonia, and Canaan Bethea. "How Social and Emotional Competencies Inform Special Educators’ Social Networks." Education and Treatment of Children 43, no. 3 (July 21, 2020): 295–311. http://dx.doi.org/10.1007/s43494-020-00022-2.

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Huang, Huang. "The Influence of Emotional Education Experience on Students’ Social Identity." SHS Web of Conferences 148 (2022): 01019. http://dx.doi.org/10.1051/shsconf/202214801019.

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This study uses a questionnaire survey to understand the impact of emotional education experience on students’ social identity. The results show that emotional education experience can significantly affect students’ social identity, and different emotional education experience has a different impact on students’ social identity, among which class emotional education experience has the most obvious impact.

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Góralska, Renata. "Emotional Education Discourses: Between Developing Competences and Deepening Emotional (Co-)Understanding." Qualitative Sociology Review 16, no. 1 (January 31, 2020): 110–25. http://dx.doi.org/10.18778/1733-8077.16.1.08.

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The article addresses an issue important in educational sciences which is emotional education understood as an activity for human emotional development. It is important in the context of lifelong learning, that is, both for the functioning of children and young people at school and for the lifelong learning of adults. Emotional education plays a significant role in the development of pro-social attitudes, the functioning of individuals in the local community, and in the building of civil society. Owing to the fact that the objectives of education and the principles of their implementation in educational practice are based on different theoretical assumptions, two different approaches to emotional education were distinguished, that is, technological-instrumental and humanistic-critical. There are clear and significant differences between those two perspectives, and not only in the way they conceptualize and explain “emotional education.” The two singled out approaches have consequences for educational policy and pedagogical practice. The aim of the article is to characterize both of the theoretical perspectives at hand and to indicate their implications for pedagogical activities.

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Darling, Kristen E., Deborah Seok, Patti Banghart, Kerensa Nagle, Marybeth Todd, and Nadia S. Orfali. "Social and emotional learning for parents through Conscious Discipline." Journal of Research in Innovative Teaching & Learning 12, no. 1 (June 14, 2019): 85–99. http://dx.doi.org/10.1108/jrit-01-2019-0017.

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Purpose The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management. Design/methodology/approach During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed. Findings Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems. Research limitations/implications The study was correlational, based on self-report, and had a small sample with no comparison group. Practical implications This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation. Social implications This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success. Originality/value The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.

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Hargreaves, Andy. "Emotional Geographies of Teaching." Teachers College Record: The Voice of Scholarship in Education 103, no. 6 (December 2001): 1056–80. http://dx.doi.org/10.1177/016146810110300606.

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This paper introduces a new concept in educational research and social science: that of emotional geographies. Emotional geographies describe the patterns of closeness and distance in human interactions that shape the emotions we experience about relationships to ourselves, each other, and the world around us. Drawing on an interview-based study of 53 elementary and secondary teachers, the paper describes five emotional geographies of teacher-parent interactions—sociocultural, moral, professional, physical, and political—and their consequences.

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Moeller, Julia, Luise von Keyserlingk, Marion Spengler, Hanna Gaspard, Hye Rin Lee, Katsumi Yamaguchi-Pedroza, Renzhe Yu, Christian Fischer, and Richard Arum. "Risk and Protective Factors of College Students’ Psychological Well-Being During the COVID-19 Pandemic: Emotional Stability, Mental Health, and Household Resources." AERA Open 8 (January 2022): 233285842110657. http://dx.doi.org/10.1177/23328584211065725.

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Colleges and universities have increasingly worried in recent decades about college students’ well-being, with the COVID-19 pandemic aggravating these concerns. Our study examines changes to undergraduate emotional sentiments and psychological well-being from before to after the onset of the pandemic. In addition, we explore whether certain risk factors (i.e., prior mental health impairments, trait emotional stability) and protective factors (i.e., subjective socioeconomic status, parental education, household resources) predicted students’ emotions and their intraindividual changes due to the pandemic onset. We compared experience sampling method data from 120 students from before and after the pandemic onset, examining intraindividual trajectories. There was only little change in students’ emotions. Prior mental health impairment and trait emotional stability predicted students’ emotions, averaged across time points, but not emotion changes. Few associations with emotions were found for subjective socioeconomic status and parental education, but study-related household resources predicted levels and changes in emotions.

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Tienken, Christopher H. "Social and Emotional Learning: Then and Now." Kappa Delta Pi Record 57, no. 1 (January 2, 2021): 4–5. http://dx.doi.org/10.1080/00228958.2021.1851579.

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Murphy, Kristin M., Amy L. Cook, and Lindsay M. Fallon. "Mixed reality simulations for social-emotional learning." Phi Delta Kappan 102, no. 6 (February 22, 2021): 30–37. http://dx.doi.org/10.1177/0031721721998152.

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Although social-emotional learning is associated with long-term success in school and careers, it is often a missing link in U.S. public education. The COVID-19 pandemic has intensified the need for social-emotional supports for children. In this time of crisis, educators have also sought new ways to make connections and reimagined how students might actively learn with each other. Kristin Murphy, Amy Cook, & Lindsay Fallon discuss what they have learned about using mixed reality simulations to facilitate social-emotional learning with children and what makes this technology a promising active learning tool.

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Mayes, Renae D., Rebecca Pianta, Alicia Oglesby, and Brett ZyromskI. "Principles of antiracist social emotional justice learning." Theory Into Practice 61, no. 2 (February 23, 2022): 178–87. http://dx.doi.org/10.1080/00405841.2022.2036063.

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Ismail, CELIK. "Social emotional learning skills and educational stress." Educational Research and Reviews 10, no. 7 (April 10, 2015): 799–803. http://dx.doi.org/10.5897/err2015.2114.

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Schneider, Alex, and Robert Chernick. "Social and emotional learning: a critical appraisal." Journal of Education for Teaching 40, no. 3 (February 12, 2014): 320–21. http://dx.doi.org/10.1080/02607476.2014.886917.

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Westby, Carol. "Social-Emotional Outcomes for Children With SLI." Word of Mouth 28, no. 4 (March 2017): 1–5. http://dx.doi.org/10.1177/1048395017692993.

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Hendra, Desy Ana, Hapsah Hapsah, Silvia Malasari, Yuliana Syam, and Andriani Andriani. "EMOTIONAL QUESTION OF STUDENTS IN UNDERGRADUATE COURSE OF SCHOOL OF NURSING - HASANUDDIN UNIVERSITY." Indonesian Contemporary Nursing Journal (ICON Journal) 2, no. 1 (February 13, 2018): 20. http://dx.doi.org/10.20956/icon.v2i1.3581.

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Introduction: Lower level of caring in Indonesian nurses related to emotional intelligence level of nursing, and assertion to nurses for always being professional in any circumstances and this condition relatated to emotional intelligence which is formed when undergoing nursing education along emotional intelligence phenomena in nurses period of education and period of profession education between regular students and non-regular students. Method: the design of this study is descriptive research with crossectional approach. Sample selection technique using disproportionate stratified random sampling, with the number of respondent about 128 respondents. Primary data was obtained through a TEIQUE questionnaire in the form of question about Emotional Itelligence and the ability of recognizing emotion, managing emotion, self motivation, empathy, social skill Result: This study shows that, 55 % respondents have a high emotional intelligence and higer in term of recognizing emotion ability (80.5 %), managing emotion ability (56.3 %), self motivation ability (92.2 %), empathy ability (59.4 %), and social skill ability (63.3 %). Respondent characteristics who have higer in emotional intelligence were from adults (56.4 %), woman (56.4 %), unreguler students (96.4 %), widow/widowed marriage status (69.2 %), student who do not entered any organization (76.1 %), and students in seventh grade (69.4 %).Conclusion: : the result showed that more than half respondents have higer emotional intelligence (managing emotion ability, self motivation ability, empathy ability, social skill ability ) so that give us information about description of Emotional Intelligence in Undergraduate Hasanuddin University Nursing Students.

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Park, Hyoung-Bin. "Social Neuroscience Teaching Method of Unification Education - Focusing on Cohort's Unification Emotional Contagion Education." Journal of Ethics Education Studies 46 (October 31, 2017): 181–211. http://dx.doi.org/10.18850/jees.2017.46.07.

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van de Water, Manon. "Drama in education: why drama is necessary." SHS Web of Conferences 98 (2021): 02009. http://dx.doi.org/10.1051/shsconf/20219802009.

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The article dwells on the use of drama and performance techniques in education and social work in connection with multiple intelligence theory, emotional intelligence theory, and brain based learning. The author connects the use of drama in the alternative theories of teaching and learning based on recent neuroscientific research, and lays out an integrative approach to teaching and learning that promotes inclusion, diversity, and social awareness, through embodied and contextualized learning. If we perceive cognition and emotion as interrelated, then drama as an educational tool becomes essential. It creates metaphors of our lives, which we lead through both cognitive and emotional domains. Art and creativity play an essential role in connections between the body, emotions, and the mind. Moreover, as we live in relationship to the rest of the world around us, our learning is embodied, our brain, emotions, and physiology are constantly connected. Thus, the article demonstrates that drama and performance are vital in teaching the whole child, whether taught as a discipline or used as a teaching tool. This means, the author claims, educators, neuropsychologists, and theatre and drama specialists have to have open minds and be willing to step out of comfort zones and together make a case for using theatre and drama methods as a way to improve human lives.

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Turki, Fared Jdaitawi, Malek Jdaitawi, and Hani Sheta. "Fostering positive adjustment behaviour: Social connectedness, achievement motivation and emotional-social learning among male and female university students." Active Learning in Higher Education 19, no. 2 (September 15, 2017): 145–58. http://dx.doi.org/10.1177/1469787417731202.

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Although some attention has been given to student issues at university, the literature on the relationship between social connectedness, achievement motivation and emotional-social learning with student adjustment is relatively limited. Therefore, this study investigates the impact of social connectedness, achievement motivation and emotional-social learning upon the adjustment of students in a university context. In addition, this study looks into the differences in achievement motivation and emotional-social learning levels between the genders. The sample comprised 240 university students, both male and female. According to the findings, the relationship between the study variables does not significantly differ between genders. Emotional-social learning is significant in terms of predicting the adjustment. Furthermore, gender differences were noted in terms of emotional-social learning levels, but not in terms of achievement motivation and social connectedness. The study explores implications of the significance of emotional-social learning in the university environment and makes recommendations in light of these implications.

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