scholarly journals Enhancing social-emotional well-being in young children through improving teachers’ social-emotional competence and curriculum design in Hong Kong

2017 ◽  
Vol 11 (1) ◽  
Author(s):  
Lawrence T. Lam ◽  
Emmy M. Y. Wong
Keyword(s):  
Hong Kong ◽  
Young Children ◽  
Curriculum Design ◽  
Emotional Competence ◽  
Well Being ◽  
Social Emotional ◽  
Social Emotional Competence

Perception of collaborative learning in associate degree students in Hong Kong

2013 ◽  
Vol 25 (4) ◽  
pp. 449-458
Author(s):  
Daniel T.L. Shek ◽  
Moses M.W. Shek
Keyword(s):  
Hong Kong ◽  
Collaborative Learning ◽  
Associate Degree ◽  
Emotional Competence ◽  
Female Students ◽  
Perceived Benefits ◽  
Social Emotional ◽  
Online Questionnaire ◽  
Social Emotional Competence ◽  
Learning Attitudes

Abstract Although collaborative learning has been widely researched in Western contexts, no study has been carried out to understand how associate degree students look at collaborative learning in Hong Kong. In this study, perceptions of and attitudes to collaborative learning among associate degree students were studied. A total of 44 associate degree students completed an online questionnaire including measures of perceived benefits and attitudes to collaborative learning, and social-emotional competence. Results showed that there were no significant differences between male and female students on perceived benefits of and attitudes towards collaborative learning. Social-emotional competence was related to perceived benefits of and attitudes to collaborative learning. Attitudes were also related to perceived benefits of collaborative learning. This paper is the first known study looking at the relationships among perceived benefits and attitudes to collaborative learning and social-emotional competence in Chinese associate degree students in different Chinese contexts.

scholarly journals THE JUSTIFICATION OF DEVELOPMENT OF INTEGRATIVE MODEL OF SOCIAL EMOTIONAL COMPETENCE

2017 ◽  
Vol 1 ◽  
pp. 513
Author(s):  
Inese Elsiņa ◽  
Viktorija Perepjolkina
Keyword(s):  
School Readiness ◽  
Emotional Competence ◽  
Well Being ◽  
Individual Performance ◽  
Integrative Model ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Scientific Discussion ◽  
Standardized Measure ◽  
Definition Of

Social emotional competence (SEC) is called as one of the most needed competences of 21st century. In the past dozen years, number of researches about SEC’s relationship to many other crucial outcomes in psychosocial life of individual –performance, school readiness, success in participation and interaction with peers and adults, well-being, different clinical variables, in example, learning disabilities, depression, anxiety, withdrawal behavior etc. –have been published. Nevertheless, there is no agreement about the definition of SEC, which components comprises it, and there is no standardized measure for SEC assessment. There hasn’t been sufficient qualitative scientific discussion about the topic in Latvia as well, although SEC or its components have been frequently researched here. The aim of this article was to provide a theoretical overview of the problems and challenges in SEC research in general and to justify the need of development of integrative model of SEC. The main objective was to develop its preliminary theoretical version.

scholarly journals The Emotion Detectives Game: Supporting the Social-emotional Competence of Young Children

2017 ◽  
pp. 29-53 ◽  
Author(s):  
Merja Koivula ◽  
Kerttu Huttunen ◽  
Marleena Mustola ◽  
Sari Lipponen ◽  
Marja-Leena Laakso
Keyword(s):  
Young Children ◽  
Emotional Competence ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
The Social

scholarly journals Effectiveness of a school-based programme of animal-assisted humane education in Hong Kong for the promotion of social and emotional learning: A quasi-experimental pilot study

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0249033
Author(s):  
Joe T. K. Ngai ◽  
Rose W. M. Yu ◽  
Kathy K. Y. Chau ◽  
Paul W. C. Wong
Keyword(s):  
Hong Kong ◽  
Pilot Study ◽  
Focus Groups ◽  
Formative Evaluation ◽  
Emotional Competence ◽  
Cognitive Competence ◽  
Social Emotional ◽  
Humane Education ◽  
Social Emotional Competence ◽  
School Based

Background Humane education, which focuses on the cultivation of kindness and empathy towards animals, the environment, and fellow humans, helps children to be less egocentric and more sensitive to the human–animal interaction in ecology. Aim This study aimed to evaluate an animal-assisted, school-based humane education programme that promotes a humane attitude and enhances social–emotional competence for children in Hong Kong. Method A sequential mixed-methods formative evaluation was adopted in the pilot year of the programme. A controlled trial and focus groups were conducted to evaluate the preliminary outcomes and process of the programme and to identify the implementation obstacles and effective strategies. One hundred and ten primary three students from two primary schools participated in the study (55 in the intervention group and 55 in the control group with ordinary formal school extra-curricular activities). Paired sample t tests and a mixed ANOVA were conducted to explore the changes in students’ social–emotional competence in our programme and two typical extra-curricular school programmes. Thematic analysis was conducted to categorise the transcriptions from the focus groups. Results Quantitative findings indicated that class-based, animal-assisted humane education increased cognitive competence (t[24] = 2.42, p = .02), empathy (t[24] = 2.94, p < .01), and reduced hyperactivity (t[23] = -2.40, p = .02). Further analysis indicated that the participant recruitment strategies moderate the impact of interventions on the development of empathy (F[2,104] = 4.11, p = .02) and cognitive competence (F[2,104] = 2.96, p = .05). Qualitative analysis suggested three major themes: enhancement of self-control, promotion of humane attitude, and improvement of reading skills. Conclusion The preliminary results of this pilot study indicate positive effects of the programme. Vigorous systematic formative evaluation on the process and effective implementation should be included in future follow-up studies to ensure its sustainability and fidelity.

A biblioguidance approach to understanding and developing adolescents' social-emotional competence in the health education classroom: a formative research study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jennifer R. Banas ◽  
Julia A. Valley ◽  
Amina Chaudhri
Keyword(s):  
Health Education ◽  
School Health ◽  
Emotional Competence ◽  
Well Being ◽  
Formative Research ◽  
Literacy Skills ◽  
National Standards ◽  
Social Emotional ◽  
Content Type ◽  
Social Emotional Competence

PurposeThough the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher's students and to help her make evidence-based curricular and instructional decisions.Design/methodology/approachInspired by bibliguidance (or bibliotherapeutic) approaches to well-being, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and a teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources.FindingsResults indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students' SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence.Practical implicationsBiblioguidance approaches to developing SEC in health education and other school subjects are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials.Originality/valueIn sharing the processes and findings, the authors hope teachers seeking to foster their students' SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools.

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