scholarly journals Assesment Social and Emotional Learning (SEL) Competence in Senior High School (SMA).

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Luky Kurniawan
Keyword(s):  
High School ◽  
Decision Making ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Senior High School ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Social And Emotional ◽  
Relationship Skills

This research aims to describe the social and emotional learning (SEL) competency requirement of senior high school (SMA) students. The data analysis technique in this research is descriptive data analysis and requirement questionnaire analysis. The subjects of this research were 192 of 10th grade senior high school students. The results of this research showed the development of social and emotional learning (SEL) competency was needed for 10th grade senior high school (SMA) students. Social and emotional learning (SEL) competency was reflected in self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The requirement important substantiation for developing social and emotional learning (SEL) competency for senior high school (SMA) students are based on the requirement analysis result were obtained 80% for self-awareness, 69% for self-management, 73.5% for social awareness, 66% for relationship skills, and 82.5% for responsibility decision-making.

scholarly journals Application of Behavioural Emotional Rating scale (BERS 2nd ed.) to Study Social and Emotional Behaviour of Students at Middle Level in District Mirpur Azad Jammu Kashmir

2019 ◽  
Vol 7 (11) ◽  
pp. 599-607
Author(s):  
Dr. Razia Rizve ◽  
Dr. Saira Farooq Shah ◽  
Nimra Khalid ◽  
Maryam Iqbal
Keyword(s):  
Decision Making ◽  
Teacher Training ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Middle Level ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Social Emotional ◽  
Relationship Skills

Social Emotional Learning (SEL) is an ‘Umbrella term’ which covers all the aspects of development of an individual and can increase positive attitude towards self and others, hence reduces negative thinking. Social Emotional Learning is necessary to provide awareness to develop five core competencies i. Self-Awareness, ii. Self-Management, iii. Relationship skills, iv. Social-Awareness, v. Responsible decision making in students, as it is prerequisite for learning process. It creates a stable person who knows, how to behave in certain circumstances. The objectives of the study were to analyze the self-management in students at Middle level, identify the factors associated with responsible decision making, to develop better relationship skills that associates confidence in children, to explore the social awareness rate, to examine the abilities of children self-awareness. This study was quantitative in nature as it was implementation of BERS Scale (2nd Ed.) which is accurate & valid scale to measure attitude & is based on 4-point Likert Scale. Data was collected through BERS Questionnaires which are authentic and comprises of 55 questions. Data was analyzed trough applying of statistical techniques. Results showed majority of the students said that they are stable which indicate that Education system in Mirpur (A.J.K) has been improved in the past few years due to teacher training programs and facilities provided to the students. The study recommended that Social Emotional learning is essential for students. It also suggested that students can be saved from getting into depression, anxiety, regression, aggression and other mental disorders trough proper parental care, eradication of poverty, teacher training, gifted & talented education (GATE) of teachers and turning of schools into homelike environment.

scholarly journals Using Think-Pair-Share to Develop Students' Social and Emotional Competencies in Chemistry Learning

2020 ◽  
Vol 5 (1) ◽  
pp. 43
Author(s):  
Yuli Rahmawati ◽  
Tri Hastuti Budi Utami ◽  
Muktiningsih Nurjayadi ◽  
Alin Mardiah
Keyword(s):  
Decision Making ◽  
Relationship Management ◽  
Social And Emotional Learning ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Chemistry Learning ◽  
Social And Emotional Competencies

<p>The aim of this study was to analyze students' social and emotional competencies through the integration of Think Pair Share (TPS) and a Social and Emotional Learning (SEL) approach to topics related to Ac­ids and Bases. Social and emotional learning (SEL) is the process through which children and adults under­stand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.. The study involved  thirty-five 11th grade students in one of private school in Jakarta  and was conducted between January and April, 2017. A qualitative methodology was employed to analyze students’ social and emotional competencies using inter­views, classroom observations, reflective journals, and student worksheets. The application of a SEL ap­proach was carried out by integrating it with a TPS strategy.  In the <em>Think</em> stage students were given the opportunity to explore their understanding of acids and bases and to solve problems individually. In the<em> Pair</em> stage they could communicate their insights to the group, and in the <em>Share</em> stage they had occasion to present their group perspectives and respond to others.  The five social and emotional competences found in this study were; self awareness, self management, social awareness, relationship management, and re­sponsible decision making. Self awareness was demonstrated by understanding a student’s abilities, their needs, and their self- confidence. Self management was indicated by a student’s ability to manage pressure, plan strategies, and seek help. Social awareness competencies were analyzed through the development of students' attitudes to diversity and how they demonstrated care for friends. Relationship management com­petencies were identified by observing a student’s ability to manage friendships, how they overcame differ­ences, and whether they provided assistance to each other. The responsible decision making competency was determined by observing how students made decisions when trying to solve a problem and whether they were able to plan a strategy when facing pressure. Whilst integrating SEL the researchers were chal­lenged by the need to empower students, encourage teachers to stimulate students’ social and emotional competencies, and to manage time constraints. Integrating SEL into chemistry learning provided opportuni­ties for students to develop their social and emotional competencies through independent thinking activities, group discussions, and presentations to their peers.</p>

The Need for Social and Emotional Learning and Teacher Training During the COVID-19 Pandemic

2022 ◽  
pp. 18-32
Author(s):  
Emine Tunc ◽  
Nausheen Hossain ◽  
Ambereen Haq ◽  
Yetkin Yildirim
Keyword(s):  
Online Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Educational Institutions ◽  
Self Awareness ◽  
Social And Emotional ◽  
Educational Productivity ◽  
Relationship Skills ◽  
The Social ◽  
Rapid Spread

In the spring of 2020, the rapid spread of COVID-19 caused schools in the U.S. to shift to online education. With the drastic change to online learning, the transition caused many issues that negatively impacted students' and educators' social and emotional learning (SEL) that helped ensure educational productivity. Social and emotional learning includes five competency areas: self-awareness, relationship skills, social awareness, self-management, and responsible decision making. Virtual learning has shifted the attention of educational institutions away from these competency areas due to the limitations of digital classrooms and the prioritization of academic intelligence over emotional intelligence. The chapter provides recommendations to address the social and emotional learning of educators.

Overcoming Educational Challenges Through Social and Emotional Learning

2020 ◽  
pp. 1-23
Author(s):  
Laurel Miltenberger
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Academic Learning ◽  
Self Awareness ◽  
Social And Emotional ◽  
Relationship Skills ◽  
Grade Levels ◽  
Educational Challenges ◽  
K 12 ◽  
The Impact

The purpose of the chapter is to examine the importance of social and emotional learning (SEL) when supporting K-12 students in academic learning for success. Components of SEL such as self-awareness, self-management, social awareness, relationship skills, and responsible decision making will be covered. A brief look at emotional intelligence is incorporated in the contents as well. The author provides evidence-based reasons why teaching SEL is beneficial for K-12 student success in numerous aspects of their educational career. Not only K-12 students be the focus of implementing SEL, but the teacher's role in implementing SEL in the classroom is explored. Various skills taught in SEL is discussed in detail as well as the impact of SEL at various grade levels.

scholarly journals Developing Learning Guidance and Counseling Program Based on Social and Emotional Learning in Senior High School

2019 ◽  
Vol 4 (2) ◽  
pp. 47
Author(s):  
Muhammad Farozin ◽  
Luky Kurniawan
Keyword(s):  
High School ◽  
Research And Development ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Senior High School ◽  
Guidance And Counseling ◽  
Counseling Program ◽  
Social And Emotional ◽  
Analysis Technique ◽  
Expert Validation

Abstract: This research and development aims to develop a learning guidance and counseling program based on social and emotional learning (SEL) in senior high school, and find out the feasibility of the learning guidance and counseling program based on SEL. Approach used in this research was research and development. The development procedure refers to the procedure by Borg & Gall. The two subject groups of program validation in this research and development were two expert validators who were competent in the learning guidance and counseling program and the school counselor group. Data collection instruments used were expert validation questionnaire; practitioner validation questionnaire; and focus group discussion (FGD) guidelines. The data analysis technique used was a quantitative descriptive analysis technique using categorization. The expert validation test obtained a score of 91.50 (good category) and the practitioner test obtained a score of 83.05 (good category). Based on the results of expert validation and practitioner test, learning guidance and counseling program based on SEL is feasible to be implemented.Abstrak: Penelitian pengembangan ini bertujuan menghasilkan program bimbingan dan konseling belajar berbasis SEL di sekolah menengah atas (SMA), dan mengetahui tingkat kelayakan program bimbingan dan konseling belajar berbasis SEL. Pendekatan yang digunakan dalam penelitian ini adalah penelitian dan pengembangan. Prosedur pengembangan mengacu pada prosedur Borg & Gall. Dua kelompok subjek validasi program dalam penelitian dan pengembangan ini adalah dua validator ahli yang berkompeten dalam program bimbingan dan konseling belajar, serta kelompok guru bimbingan dan konseling. Instrumen pengumpulan data yang digunakan adalah kuesioner validasi ahli; kuesioner validasi praktisi; dan pedoman FGD. Teknik analisis data yang digunakan adalah teknik analisis deskriptif kuantitatif dengan menggunakan kategorisasi. Hasil uji validasi ahli diperoleh skor 91,50 (kategori baik) dan hasil uji praktisi diperoleh skor 83,05 (kategori baik). Berdasarkan hasil validasi ahli dan hasil uji praktisi tersebut, program bimbingan dan konseling belajar berbasis SEL layak untuk diimplementasikan.

Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools

2021 ◽  
pp. 136216882110217
Author(s):  
Barry Bai ◽  
Bin Shen ◽  
Jing Wang
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Social And Emotional Learning ◽  
Social Awareness ◽  
Self Management ◽  
English Learning ◽  
Self Awareness ◽  
Management Skills ◽  
Social And Emotional ◽  
Medium Level

With growing attention attached to young students’ social and emotional well-being besides their cognitive development, social and emotional learning (SEL) has been increasingly researched in general school education over the past decades with its positive effects on academic performance reported. However, SEL research has not emerged in English as a foreign language (EFL) learning contexts. To bridge the void, the current research aimed to profile Hong Kong secondary school students’ SEL competence level and examine the intricate relationships among the four SEL competence clusters (i.e. self-awareness, self-management, social awareness and social management) and English learning achievements. The results indicated an overall medium level of SEL competence among 315 secondary school grade level 3 students and suggested a gap between the students’ high level of awareness skills and their medium level of management skills. Structural equation modeling (SEM) analyses confirmed two mediation paths, thus highlighting the seminal mediating role of self-management skills in enhancing the effects of self-awareness and social awareness skills on English learning achievements. Important implications are discussed.

scholarly journals Openness and Development or Self-Criticism of Preservice Teachers Watching Videos of Themselves Teaching a Lesson

2020 ◽  
Vol 12 (4) ◽  
pp. 1
Author(s):  
Gila Cohen Zilka
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Research Question ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Awareness ◽  
Self Awareness ◽  
Social Situations ◽  
Social And Emotional ◽  
Video Recordings

The goal of videotaping lessons in a teacher training process is to bring about change in the behavior of preservice teachers to promote self-awareness, openness, and development. The research question was whether preservice teachers, after watching the video recordings of the lessons they taught, would undergo a process of development and increased openness, or remain on a plane of self-criticism. The present qualitative discourse analysis study examined the data based on the principles of social and emotional learning (SEL). The data were organized according to SEL categories: self-criticism, self-awareness, self-management, social awareness, interaction management, and accepting responsibility. Participants in the study were 100 preservice teachers studying in teacher training institutions in Israel. Most preservice teachers (93%) were found to be critical of themselves, but they also tried to open up to a process of self-awareness (82%) and to change their behavior. Some participants (11%) remained &ldquo;shackled&rdquo; to their critical attitude and failed to break through the &ldquo;wall of self-criticism&rdquo; and change their behavior. Most participants (76%) showed social awareness and mindfulness of their feelings and of those of others; empathy and ability to read signals sent by their students; listening to others as opposed to being emotionally deaf; attention to the nature of interactions with students during the lesson, to how they moved about the classroom and used their voice, and whether they made eye contact with learners. To bring about change, the teacher must watch, observe, and investigate, and be able to better understand emotional and social situations. Teachers who had experienced social and emotional learning are likely to develop self-awareness and the ability to bring about openness, development, and change in their own behavior and in the behavior of their students.

scholarly journals A Mixed-Methods Approach to Investigating Social and Emotional Learning at Schools: Teachers’ Familiarity, Beliefs, Training, and Perceived School Culture

2021 ◽  
Vol 12 ◽  
Author(s):  
Anja Schiepe-Tiska ◽  
Aiymbubu Dzhaparkulova ◽  
Lisa Ziernwald
Keyword(s):  
School Culture ◽  
Online Survey ◽  
Research Question ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Cognitive Outcomes ◽  
Cognitive Outcome ◽  
Self Management ◽  
Self Awareness ◽  
Social And Emotional

Education advocates argue that effective schools should foster multidimensional educational goals that not only include cognitive but also non-cognitive outcomes. One important non-cognitive outcome are social and emotional skills. Previous research showed that for enhancing students’ social and emotional learning (SEL) one of the most important factor is the teacher. Hence, the present study investigated teachers’ familiarity, beliefs, training, and perceived school culture with regard to social and emotional learning and its facets self-awareness, self-management, and social-awareness by applying a convergent parallel mixed-method design. We conducted in-depth interviews and an online survey with secondary teachers from different countries. The reason for collecting both qualitative and quantitative data was to obtain different but complementary data on the same topic in order to bring greater insight into this research question than would have been obtained by either type of data separately. Teachers reported an uncertainty and a lack of professional skills and knowledge in delivering SEL instructions that was particularly low for self-awareness and self-management. Therefore, in both study parts, teachers expressed strong interest in receiving professional SEL training. However, schools rarely provide resources (instruction materials, specific courses or activities) or create conditions (training teachers, devoting teaching hours, increasing number of counselors at schools, receiving school administration support), that would promote teachers’ instruction of SEL. The results do not only add to researchers’ knowledge about teachers’ SEL familiarity, beliefs, training, and school culture, but are also relevant for policymakers, administrators, and school staff by identifying critical aspects that prevent successful SEL in schools.

Trauma

2019 ◽  
pp. 235-258
Author(s):  
Vicki Ann McGinley ◽  
Olatomiwa O. Salako ◽  
Jena Dubov
Keyword(s):  
Decision Making ◽  
Child Development ◽  
Growth And Development ◽  
Social Awareness ◽  
Cognitive Behavior ◽  
Self Awareness ◽  
Behavior Interventions ◽  
Relationship Skills ◽  
Traumatized Children ◽  
The Impact

Experiencing trauma will impact a child's development, specifically physically, psychologically (mentally), and emotionally. There is much research on how trauma affects child development, and more information is being addressed on interventions to ameliorate the impact of the symptoms of trauma children experience. Schools play an important role in working with traumatized children and their families. It is through effective collaboration, communication, cognitive behavior interventions, mindfulness techniques to teach self-awareness, social awareness, self-management, responsible decision making, and relationship skills where schools and families may best support the child's growth and development.

Initial Development and Validation of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form

2020 ◽  
pp. 073428292095324
Author(s):  
Christopher J. Anthony ◽  
Stephen N. Elliott ◽  
James C. DiPerna ◽  
Pui‐Wa Lei
Keyword(s):  
Social Skills ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Self Awareness ◽  
Initial Development ◽  
Social And Emotional ◽  
The Social ◽  
Social Skills Improvement System ◽  
Psychometric Evidence ◽  
Systems Of Support

Despite the need for assessments targeting social and emotional learning (SEL) skills within multitiered systems of support, there are few brief SEL measures available. To address this need, this article describes the development of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form (SSIS SEL b-T), a significantly shorter version of the Social Skills Improvement System—Social and Emotional Learning Edition Rating Form-Teacher (SSIS SEL RF-T). Using the SSIS SEL standardization sample and item response theory, we identified efficient sets of items for each SSIS SEL RF-T scale and examined psychometric evidence for resulting scores. In general, SSIS SEL b-T scales functioned well and very similarly to scores from corresponding SSIS SEL RF-T scales. One exception was the Self-Awareness scale which, similar to its long-form counterpart, exhibited several content and psychometric limitations. Results provide initial psychometric evidence for a time-efficient teacher-informant measure of SEL competencies with promise for use within multitiered systems of support.

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