Development and Evaluation of the Social-Emotional Learning Scale

2009 ◽  
Vol 27 (4) ◽  
pp. 283-295 ◽  
Author(s):  
Chris L. S. Coryn ◽  
Jessaca K. Spybrook ◽  
Stephanie D. H. Evergreen ◽  
Meg Blinkiewicz
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
The Social

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

scholarly journals The Social-Emotional Learning Process to Develop Practicing Skills for Hands-on Students

2020 ◽  
Vol 10 (8) ◽  
pp. 597-602
Author(s):  
Kridsanapong Lertbumroongchai ◽  
◽  
Kobkiat Saraubon ◽  
Prachyanun Nilsook
Keyword(s):  
Learning Process ◽  
Process Model ◽  
Mixed Reality ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Academic Knowledge ◽  
Depth Interview ◽  
The Social ◽  
Hands On

The purpose of this research is to synthesize the social-emotional learning process to develop practicing skills for hands-on students, to develop the process, and to evaluate the process. In this study, the documentary research method and in-depth interview method were employed. The results showed that the synthesis of the social-emotional learning process to develop practicing skills for hands-on students consisted of six steps: 1) perception is divided into sensory perception and explaining perceived, 2) observation is divided into certain goals, discretion, notes, observations, and time limit, 3) analysis and brainstorming is divided into information, brainstorming, and discovering new knowledge, 4) practicing is divided into cognitive phase, associative phase, and autonomous phase, 5) checking and improvement is divided into opinion, learning exchange, and providing opportunities, and 6) action is divided into behavior changing, and application of academic knowledge. Evaluating the social-emotional learning process to develop practicing skills for hands-on students employed in-depth interview technique consisting of 21 experts in three different areas (i.e., in learning and teaching, information technology, and mass communication technology terms). The results of the suitability evaluation revealed that the social-emotional learning process model with mixed reality for the hands-on students was at the highest level.

Camp Counselor as a Role Model for Social-Emotional Learning Skills in Camp

2021 ◽  
Author(s):  
Megan Owens ◽  
Laurie Browne
Keyword(s):  
Role Model ◽  
Emotional Health ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social Design ◽  
Social And Emotional ◽  
Positive Behaviors ◽  
The Social ◽  
Camp Counselor

Camp programs hire counselors to fulfill multiple responsibilities and to role model positive behaviors for campers. Social-emotional learning (SEL) is a skill set that develops over time and through engagement with an array of individuals and opportunities that support social and emotional health across the lifespan. The social design of an overnight summer camp may be an ideal setting for nurturing SEL through camper-counselor relationships. The purpose of this study was to explore how counselors understood and modeled SEL with their campers and to what extent the campers recognized and interpreted those behaviors. Evidence suggests that counselors intended to role model SEL; however, they were inconsistent in how they modeled SEL during interactions with campers. Counselors’ own SEL may need more explicit support and training to more effectively role model SEL for campers.

Empowering students for social action in social studies

2021 ◽  
Vol 102 (5) ◽  
pp. 42-46
Author(s):  
Laura F. Bond ◽  
Maurice J. Elias ◽  
Samuel J. Nayman
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
Learning Strategies ◽  
Social Action ◽  
Student Voice ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
The Social ◽  
Citizenship Skills

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.

scholarly journals Study of Social- Emotional Learning of Girls and Its Relation to Their Father’s Occupation at Early Childhood

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
B Deevena Pauleen
Keyword(s):  
Early Childhood ◽  
Family Income ◽  
Rating Scale ◽  
Pearson Correlation ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Social Emotional ◽  
Chi Square ◽  
The Social

Family income has positive, wide-reaching effects on child well-being. A mother’s unique orientations, strengths, and styles of interaction may appear to be more important in the socio-emotional lives of their children, yet many studies over the past two decades consistently demonstrated that father’s have a measurable impact on children. The current study aims at exploring the social emotional learning of girls and its relation to their father’s occupation at early childhood. The study consists of 30 girls from each age group of 4yrs, 5yrs and 6yrs. The sample was drawn from both Government and Private Schools (Play schools and Anganwadis) in Hyderabad. Early learning Observation Rating Scale by Gills, M., West, T., & Coleman, R., M , (2010) was administered. Data was analyzed using Descriptive statistics, Chi Square test for Independence and Pearson correlation coefficient. Results revealed that there is no significant relation between the social emotional learning of girl’s and their father’s occupation. A weak positive correlation exists between the social emotional learning of girl’s and their father’s occupation at early childhood.

Race and Social Emotional Learning for Black Students in Urban Schooling Contexts

2020 ◽  
pp. 004208592093333
Author(s):  
Leoandra Onnie Rogers ◽  
Charity Griffin ◽  
Chezare A. Warren
Keyword(s):  
Black People ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Academic Learning ◽  
Special Issue ◽  
Social Emotional ◽  
Race And Racism ◽  
Urban Schooling ◽  
Social And Emotional ◽  
The Social

Social and emotional learning (SEL) has gained notable significance in educational research over the last three decades, and has been widely conjectured to promote students’ academic learning. In its initial construction and practice, however, SEL did not consider the indelible impact of anti-Black racism and dehumanization of Black people. This special issue convenes scholars from the fields of education, human development, and psychology who examine the ways in which race and racism mediate the social–emotional learning of Black youth, a significant portion of whom attend urban schools. Collectively, the articles in this Special Issue aim to broaden the scope and impact of SEL research.

A Review of Classwide or Universal Social, Emotional, Behavioral Programs for Students in Kindergarten

2017 ◽  
Vol 87 (3) ◽  
pp. 512-543 ◽  
Author(s):  
Christian V. Sabey ◽  
Cade T. Charlton ◽  
Daniel Pyle ◽  
Benjamin Lignugaris-Kraft ◽  
Scott W. Ross
Keyword(s):  
Behavioral Interventions ◽  
Social Emotional Learning ◽  
Kindergarten Students ◽  
Emotional Learning ◽  
Future Research ◽  
Social Emotional ◽  
The Social ◽  
Study Characteristics ◽  
Quality Of Research

The purpose of this article is to synthesize the existing research on classwide social, emotional, and behavioral programs for kindergarten students. The researchers identified 26 studies in peer-reviewed journals and dissertation databases to review. Each study was examined and coded in terms of study characteristics, strength of evidence, and quality of evidence. The interventions represented in the studies were grouped into four categories: social–emotional learning, behavioral, coping skills, and other. The studies of behavioral interventions demonstrated the strongest effects on increasing prosocial behavior and decreasing antisocial behavior. These studies also included the highest quality of research. The social–emotional learning intervention studies consistently demonstrated weaker effects and lower quality research. The remaining categories included too few studies to draw meaningful conclusions. Implications for practice and future research regarding classwide kindergarten social, emotional, and behavioral interventions are discussed.

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