scholarly journals SOCIAL AND EMOTIONAL COMPETENCIES AND ACADEMIC ACHIEVEMENT IN ELEMENTARY SCHOOL STUDENTS

2020 ◽  
pp. 25-48
Author(s):  
Toni Maglica ◽  
Ana Ribičić ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Rating Scale ◽  
School Achievement ◽  
Sixth Grade ◽  
School Students ◽  
Emotional Competencies ◽  
Positive Correlation ◽  
Social And Emotional ◽  
Social And Emotional Competencies

Various scientific researches undoubtedly confirm the importance of children's social and emotional competencies in their achievement and the overall life satisfaction. Therefore, the conclusion that logically follows is the premise that children who have developed these competencies tend to be more caring, happy, responsible, with an overall better psycho-physical health and success in life in general. This research aimed to examine social and emotional competencies in elementary school children by using the Behavioural and Emotional Rating Scale – 2nd edition (Epstein, 2004), and to examine their connection to academic achievement. Participants were sixth-grade students from three elementary schools in Split and one elementary school in Šestanovac (N=115). The results pointed out to the average and above-average social and emotional strengths of the majority of participants, while there was no significant correlation found between the overall social and emotional competencies (Strength Index) and the school achievement. There was no positive correlation between the development of social and emotional competencies and the academic achievement, in a way that children with more developed competencies had better success in school. A significant positive correlation was found only with School Functioning subscale and the fifth and sixth-grade school achievement.

scholarly journals Evaluation of the SPARK Child Mentoring Program: A Social and Emotional Learning Curriculum for Elementary School Students

2021 ◽  
Author(s):  
Amy L. Green ◽  
Stephen Ferrante ◽  
Timothy L. Boaz ◽  
Krista Kutash ◽  
Brooke Wheeldon-Reece
Keyword(s):  
Decision Making ◽  
Elementary School ◽  
Elementary School Students ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Mentoring Program ◽  
School Students ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Social And Emotional Competencies

AbstractSocial and Emotional Learning (SEL) programs seek to enhance social and emotional competencies in children, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By means of direct instruction regarding social and emotional competencies, SEL programs have the potential to strengthen resilience in children and thus their capacity to effectively cope with life’s challenges. Strengthening resilience in children who are repeatedly exposed to adverse experiences, particularly those from economically disadvantaged minority backgrounds, is of particular importance and has implications for the prevention of a multitude of problems later in life. Our study reports the result of an investigation of the SPARK Child Mentoring program, a resilience-focused SEL program designed to reduce risk factors, uncover innate resilience, promote natural emotional well-being, and facilitate school success. We employed a randomized controlled trial comprising 94 elementary school students that included pre- and post-intervention measurements. After controlling for pre-intervention levels, we found a significant difference between students’ understanding of underlying program principles; communication, decision making, and problem-solving skills; emotional regulation; and resilience for students who received the intervention compared to students who did not receive the intervention. These results provide initial evidence for the efficacy of the SPARK Child Mentoring program with a diverse sample of elementary school students and adds to the existing literature base concerning positive outcomes associated with SEL programs. We discuss implications for future research focused on long-term preventive effects of the program and the characteristics of students most likely to benefit from it.

Multiple Goals and Homework Involvement in Elementary School Students

2015 ◽  
Vol 18 ◽  
Author(s):  
Antonio Valle ◽  
Irene Pan ◽  
José C. Núñez ◽  
Susana Rodríguez ◽  
Pedro Rosário ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Goal Orientation ◽  
Elementary School Students ◽  
Sixth Grade ◽  
Multiple Goals ◽  
Academic Goals ◽  
School Students ◽  
Learning Goal Orientation

AbstractThis work arises from the need to investigate the role of motivational variables in homework involvement and academic achievement of elementary school students. The aims of this study are twofold: identifying the different combinations of student academic goals and analyzing the differences in homework involvement and academic achievement. The sample was composed of 535 fourth-, fifth- and sixth-grade elementary school students, between the ages of 9 and 13 years old. Findings showed three groups with different motivational profiles: a group of students with high multiple goals, another group with a learning goal orientation and a third group defined by a low multiple goals profile. Focusing on the differences between groups, it was observed that the amount of time doing homework was not associated with any motivational profile. Nevertheless, the differences were statistically significant between the motivational groups in the amount of homework (F(2, 530) = 42.59; p < .001; ηp2 = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; ηp2 = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; ηp2 = .114). The effect size was large for the amount of homework performed and was also relatively large in the case of management of time and academic achievement.

scholarly journals Bullying and Cyberbullying in Spain and Poland, and Their Relation to Social, Emotional and Moral Competencies

2021 ◽  
Vol 13 (3) ◽  
pp. 535-547 ◽  
Author(s):  
Vicente J. Llorent ◽  
Adriana Diaz-Chaves ◽  
Izabela Zych ◽  
Estera Twardowska-Staszek ◽  
Inmaculada Marín-López
Keyword(s):  
Protective Factors ◽  
Moral Disengagement ◽  
Risk And Protective Factors ◽  
Moral Emotions ◽  
Social Emotional ◽  
School Students ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Advance Knowledge ◽  
Social And Emotional Competencies

AbstractBullying and cyberbullying have been intensively studied in many countries, and research on the topic has been fruitful. Nevertheless, it is still necessary to advance knowledge on bullying and cyberbullying in many geographical areas and to discover their risk and protective factors. The objective of this study was to describe and compare the involvement in different bullying and cyberbullying roles in Spain and Poland, identifying risk and protective factors such as moral disengagement, social and emotional competencies, moral emotions and empathy. This study was carried out with a sample of 2535 primary and secondary school students from Spain and Poland. More bullying and cyberbullying involvement were found in Poland in comparison with Spain. Different moral disengagement mechanisms were found to be risk factors for involvement in bullying and cyberbullying in both countries. Low moral emotions were a risk factor for bullying and cyberbullying perpetration in Spain and Poland. Different social and emotional competencies were protective against bullying and cyberbullying in both countries. These results suggest the need to design and implement more programs to promote social, emotional and moral competencies in Spain and Poland to protect children against bullying and cyberbullying.

Promoting Social and Emotional Competencies in Elementary School

2017 ◽  
Vol 27 (1) ◽  
pp. 49-72 ◽  
Author(s):  
Stephanie M. Jones ◽  
Sophie P. Barnes ◽  
Rebecca Bailey ◽  
Emily J. Doolittle
Keyword(s):  
Elementary School ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Social And Emotional Competencies
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