scholarly journals How Do Academically Selective School Systems Affect Pupils’ Social-Emotional Competencies? New Evidence From the Millennium Cohort Study

2019 ◽  
Vol 56 (5) ◽  
pp. 1769-1799 ◽  
Author(s):  
John Jerrim ◽  
Sam Sims
Keyword(s):  
Educational Aspirations ◽  
Selection Process ◽  
Extensive Literature ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Socioeconomic Gradient ◽  
Emotional Outcomes ◽  
New Evidence ◽  
Socioemotional Outcomes

An extensive literature has investigated the link between living in an area with an academically selective schooling system and young people’s educational outcomes. In contrast, evidence on the link between selective education and young people’s wider outcomes is relatively sparse. This article uses rich survey data to test whether young people living in selective education areas in England have better academic, social, and emotional outcomes than their peers who live in nonselective areas. Results show that exposure to the selection process has limited impact upon young people’s socioemotional outcomes. We do find, however, that selective systems increase the socioeconomic gradient of educational aspirations, driven by divergence between those who do and do not gain entry to the selective track.

A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies

2021 ◽  
pp. 014303432198897
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante
Keyword(s):  
Decision Making ◽  
Self Control ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Self Reports ◽  
One Year ◽  
Competencies Development ◽  
Bullying Participant Roles ◽  
Social And Emotional Competencies

This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.

scholarly journals Walking the Talk: Enhancing Future Teachers’ Capacity to Embed Social-Emotional Learning in Middle Years Classrooms

2018 ◽  
Vol 8 (3) ◽  
pp. 143
Author(s):  
Katherine Main
Keyword(s):  
Academic Success ◽  
Classroom Climate ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Skills ◽  
Assessment Task ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Significant Difference ◽  
Poor Outcomes

Early adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person’s development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and failing to develop such SECs can result in poor outcomes in several domains including personal, social, and academic outcomes. Research on social and emotional programs for young adolescent learners has shown that a ‘skills and drills’ approach is far less effective than focusing on mind-sets and classroom climate. Although the role teachers play in explicitly teaching and supporting young adolescents’ SECs has been recognised, teachers have reported a lack of confidence in knowing what, and how to teach these skills. This paper reports on a teacher education course that embedded social and emotional skills into both coursework design and assessment expectations. Results drawn from an analysis of students’ responses to their main assessment task showed that pre-service teachers had a growing awareness of SECs and, in particular, were able to recognise the importance of focusing on the building of students’ SECs to support academic success across a broad range of curriculum areas.

scholarly journals Assessing Social and Emotional Competencies of Undergraduates: A Cross-Cultural Study

2021 ◽  
Vol 9 (2) ◽  
pp. 75-83
Author(s):  
Sukhminder Kaur ◽  
Thomas Ayana ◽  
Harmilan Kaur
Keyword(s):  
Emotional Competence ◽  
Sampling Procedure ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Male And Female ◽  
Social Emotional Competence ◽  
Social And Emotional ◽  
Emotional Sensitivity ◽  
Multi Stage ◽  
Mean Differences

The study was conducted to assess social-emotional competencies among Indian and Ethiopian undergraduates. A total of 400 (200 each) participants, with an equal number of 100 male and female were selected through a multi-stage sampling procedure from Punjabi University (India), and Wollega University and Ambo University (Ethiopia). The participants were tested with the Social Skills Inventory (SSI: Riggio & Carney, 2003), which consists of two super-dimensions, i.e. emotional competence and social competence each having three sub-dimensions: emotional expressivity, emotional sensitivity, emotional control, and social expressivity, social sensitivity and social control respectively. Obtaineddata were subjected to t-statistics. Significant mean differences in social-emotional competence were observed between the Indian and Ethiopian young adults;male and female samples of the two countries. The Indian sample was greater in Social-emotional competence than the Ethiopian sample. Similarly, male and female participants from the Indian sample were greater in social-emotional skills than that of the Ethiopian sample, except for emotional sensitivity with the female participants, where the mean difference was non-significant. Further explorations are recommended to consolidate or refute the result of the present study.

Teachers’ Perceptions of Relationship Enhancement Upon Implementation of the Social Emotional Learning Program in Latvia: Focus Group Study

2017 ◽  
Vol 8 ◽  
Author(s):  
Baiba Martinsone ◽  
Sabine Vilcina
Keyword(s):  
Focus Group ◽  
Program Implementation ◽  
Program Effectiveness ◽  
Learning Program ◽  
Social Emotional ◽  
Focus Group Study ◽  
Group Discussions ◽  
Emotional Competencies ◽  
Teachers Perceptions ◽  
Social And Emotional

The goal of this study was to elicit and analyse teachers’ reflections on the benefits of the implementation of the SEL program in Latvia, both in regard to benefits for the students and in regard to benefits for themselves. The school-wide Latvia SEL program was initiated during the 2012–13 academic year and to date has been implemented in 41 Latvian schools. In order to ascertain the teachers’ views on issues of program effectiveness, seven focus groups were organised consisting of teachers who had participated in the SEL program implementation. Thematic analysis of the focus group discussions indicated that the teachers appreciate various benefits of the SEL program, but among the most prominent themes were those concerning improved relationships, both student-student and student-teacher relationships. The views expressed by the teachers align with previous studies implying the significance of the teachers’ own social and emotional competencies in facilitating quality maintenance of the program.

A Combined Intervention Targeting both Teachers’ and Students’ Social-Emotional Skills: Preliminary Evaluation of Students’ Outcomes

2014 ◽  
Vol 24 (2) ◽  
pp. 152-166 ◽  
Author(s):  
Cristina Akiko Iizuka ◽  
Paula M. Barrett ◽  
Robyn Gillies ◽  
Clayton R. Cook ◽  
Welber Marinovic
Keyword(s):  
Economic Status ◽  
Childhood Anxiety ◽  
Preliminary Evaluation ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Emotional Outcomes ◽  
Teachers And Students ◽  
And Coping ◽  
Combined Intervention

The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also for improving students’ self-concept, social skills and coping skills. However, when it comes to communities in disadvantage, the results are mixed, with some studies reporting the need to include enhancements to the context in which the program is implemented to better support communities at risk. A combined intervention aiming to promote students’ social-emotional skills was piloted in a school located in a low socio-economic status area. Teachers received training to teach social and emotional skills for students and a resilience program for themselves. Students’ social-emotional outcomes were assessed at pre, post, 3 and 6 months following the intervention. Results showed that the intervention helped students to decrease their anxiety, and the intervention was well accepted by participants.

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.

scholarly journals Stability and change in longitudinal patterns of antisocial behaviors: The role of social and emotional competencies, empathy, and morality

2021 ◽  
Author(s):  
Elena Nasaescu ◽  
Izabela Zych ◽  
Rosario Ortega-Ruiz ◽  
David P. Farrington ◽  
Vicente J. Llorent
Keyword(s):  
Protective Factors ◽  
Moral Disengagement ◽  
Bullying Victimization ◽  
Antisocial Behaviors ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Prevention And Intervention ◽  
Social And Emotional ◽  
Over Time ◽  
Social And Emotional Competencies

Abstract Studies show that different types of antisocial behaviors share similar risk and protective factors related to particular social, emotional and moral competencies. Nevertheless, little is known about the longitudinal relation of social, emotional and moral competencies with patterns of antisocial behaviors in youth. The present study aimed to discover the longitudinal relations between social and emotional competencies, empathy, moral emotions, moral disengagement, and perceived moral disengagement induced by parents, and the patterns of antisocial behaviors and change in these patterns over time. A sample of 898 Spanish students aged between 9 and 17 was followed up for one year. Self-reported data were analyzed using latent transition analyses and multinomial regressions. Results showed that age, several mechanisms of moral disengagement, perceived parental moral disengagement induction, and several social and emotional competencies predicted offenders outside of school and highly antisocial and victimized patterns, including their stability over time. Moreover, males at early ages and perceived parental moral disengagement induction predicted the high bullying victimization pattern. Being a male, with high victim dehumanizing and blaming, predicted stability of the high bullying victimization pattern. Being a male, early ages, and low responsible decision-making predicted changes from the high bullying victimization pattern to the low antisocial pattern. Results are discussed emphasizing the need to conduct prevention and intervention programs from a comprehensive perspective promoting social, emotional and moral competencies. This study could have useful implications for prevention and intervention focused on decreasing risk and increasing protective factors.

scholarly journals Social and emotional learning in education and care policy in Croatia

2020 ◽  
Vol 9 (3) ◽  
pp. 650
Author(s):  
Maja Ljubetic ◽  
Toni Maglica
Keyword(s):  
Academic Success ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Positive Development ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Skills ◽  
Social And Emotional ◽  
The Social ◽  
Education And Care

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.

scholarly journals Outcome Measurement of School-Based SEL Intervention Follow-Up Studies

2019 ◽  
Vol 46 (1) ◽  
pp. 76-81 ◽  
Author(s):  
Sarah K. Ura ◽  
Sara M. Castro-Olivo ◽  
Ana d’Abreu
Keyword(s):  
Outcome Measurement ◽  
Meta Analysis ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
School Based ◽  
Emotional Outcomes ◽  
Measuring Outcomes ◽  
Meta Analyses

Recent meta-analyses confirm that social–emotional learning (SEL) interventions are effective in increasing academic, social, and emotional outcomes via direct skills instruction. With skill development serving as a primary mechanism of change in SEL interventions, we argue for the accurate measurement of skills as an important component of SEL research. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model, we evaluate 111 studies included in a recent meta-analysis to determine the match between constructs targeted in interventions and SEL skill competency, as well as the measurement of skills and instruments used to evaluate programs. Findings indicate a general trend in the measurement of broad outcomes, rather than skills taught in programs, and limited measurement across CASEL five-competency model. Utility of measuring outcomes specific to competencies taught in intervention across SEL domains are discussed.

Children's Physiological Responses to Emotional Films: Social and Emotional Outcomes

2007 ◽  
Author(s):  
Arianne D. Stevens ◽  
Beverly J. Wilson ◽  
Alesha M. Muljat ◽  
Rachel A. Montague ◽  
Natalie P. Goodwin
Keyword(s):  
Physiological Responses ◽  
Social And Emotional ◽  
Emotional Outcomes
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