scholarly journals WHO DELIVERS IT AND HOW IT IS DELIVERED: EFFECTS OF SOCIAL-EMOTIONAL LEARNING INTERVENTIONS ON LEARNING ANXIETY AND DROPOUT INTENTION

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 1-27
Author(s):  
Wu Deli ◽  
Amrita Kaur ◽  
Rosna Awang-Hashim
Keyword(s):  
Mental Health ◽  
Autonomy Support ◽  
Social Emotional Learning ◽  
Group Analysis ◽  
Emotional Learning ◽  
Drop Out ◽  
Social Emotional ◽  
Learning Anxiety ◽  
Quasi Experimental ◽  
Regular Teacher

Purpose – Given the prevalence of mental health issues among young adolescents and its detrimental effects on academic functioning, Social-Emotional Learning (SEL) interventions are becoming extremely valuable. The current study aims to investigate the effectiveness of two types of SEL interventions delivered by two different types of teachers to determine their effectiveness for SEL knowledge, learning anxiety, and intention to drop-out. Methodology – This study employed 2 x 2 factorial and between-subject quasi-experimental design, in which intervention type and teacher type were manipulated to produce four different versions of experiments. A total of 209 students (107 boys, 102 girls) from Grade 8 with a mean age of 14.3 years from a Qinzhou City in Southwest China participated in the study. Findings – Factorial and between-group MANOVA revealed that while psychology teacher was more effective in enhancing SEL knowledge and reducing dropout intention, regular teacher was more effective in reducing learning anxiety. TASSEL intervention was more effective in enhancing SEL knowledge and reducing dropout intention while SEL regular intervention was more effective in reducing learning anxiety. Nevertheless, within-group analysis suggested TASSEL with psychology teacher was the best combination in reducing dropout intention while SEL with psychological teacher was the best combination in reducing learning anxiety. Significance – The results have significance for schools and mental health counselling services. The findings can guide the effective design of SEL intervention and appropriate teachers to deliver it. Keywords: Social-Emotional Learning, Teacher autonomy support, Learning anxiety, Dropout intention.

Social-Emotional Learning and Students' Transition from Kindergarten to Primary School in Italy

2015 ◽  
pp. 241-258 ◽  
Author(s):  
Valeria Cavioni ◽  
Maria Assunta Zanetti
Keyword(s):  
Primary School ◽  
Emotional Competence ◽  
Positive Impact ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Teachers And Parents

The transition from kindergarten to primary school is a critical period in the development of children. Children who start primary school with good emotional and social skills have more friends, can easily establish new social relationships with peers and adults, and adjust better and achieve more at school. Although in the last couple of decades social-emotional learning programs have received considerable scientific attention in various countries, little is known about the implementation of such programs in the Italian context. This chapter describes a quasi-experimental study on the effectiveness of the implementation of a social-emotional program with Italian kindergarten children. Children's assessment by the researcher and reports from teachers and parents indicated that the program called “By Your Hand” had a positive impact on the social and emotional competence of children over time as they moved from kindergarten to primary school, with indications of enhanced emotional competence and reduced behaviour problems.

Highlighted & Underlined

2017 ◽  
Vol 99 (1) ◽  
pp. 6-7
Author(s):  
Joan Richardson
Keyword(s):  
Mental Health ◽  
African American ◽  
School Discipline ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
African American Girls ◽  
Health Resource ◽  
Social Emotional ◽  
Mental Health Resource

Items included in this issue concern homework, a mental health resource for teens and their parents, school discipline and African-American girls, and the need for social-emotional learning for preschoolers.

Social Emotional Learning as a Lever for High School Student Mental Health and Academic Success

2021 ◽  
pp. 148-165
Author(s):  
Kimberly Reed ◽  
Tara Madden-Dent
Keyword(s):  
Mental Health ◽  
High School ◽  
Academic Success ◽  
Classroom Management ◽  
Management Practices ◽  
Social Emotional Learning ◽  
American Southwest ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social Studies Teacher

The following case study demonstrates how one high school Social Studies teacher embedded social emotional learning (SEL) into content and classroom management practices for eight years at a large urban school in the American Southwest. The collected data (e.g., teacher reflections, student reflections) provide a variety of viewpoints around how SEL influenced the teacher and student experience. Through collective analysis, this study's qualitative data contributes to new understanding of the importance of social, emotional, and academic development practices in high schools for students and teachers, especially around supporting classroom safety, mental health, and wellness.

scholarly journals Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia

2016 ◽  
Vol 18 (1) ◽  
pp. 57-68 ◽  
Author(s):  
Baiba Martinsone
Keyword(s):  
Program Implementation ◽  
Social Emotional Learning ◽  
Implementation Process ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Pedagogical Practice ◽  
Learning Program ◽  
Social Emotional ◽  
Social And Emotional ◽  
Regular Teacher

Abstract This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable social and emotional learning program in Latvia. The article also includes the teachers’ self-reflected experience illustrated through the perspective of the program’s sample activities. The general goal of the program is to develop the emotional and social competencies of pupils, and at the same time to introduce to schoolteachers the principles necessary for combining academic and social emotional learning. As a preventive approach this program is aimed at all ages of pupils (from primary forms to secondary grades). During the school years 2012/ 13 and 2013/14 the social emotional learning program was introduced in 39 schools in Latvia (a total of 12 699 pupils). The participants implementing the program were 630 classroom teachers (614 female and 16 male with the mean age 45.04 years). As a result of the program implementation, social and emotional learning principles became a common approach for the entire school; the teachers became well versed on social emotional issues and received materials for conducting class lessons at each level; regular teacher supervisions were provided; regional supervisors were trained to sustain the pedagogical practice.

scholarly journals A Quasi-Experimental Study on Social Emotional Learning and Primary Prevention

2021 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Melissa Sollom
Keyword(s):  
Middle School ◽  
Experimental Study ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Control Group ◽  
Social Emotional ◽  
School Students ◽  
Emotional Competencies ◽  
Quasi Experimental ◽  
Experimental Group

The purpose of this quasi-experimental study was to determine the efficacy of the Top 20 social emotional learning (SEL) program and how their SEL curriculum may lead to an increase in SEL. The secondary goal of this study was to explore how the social emotional competencies of self-awareness, self-management, social awareness, relationship skills, personal responsibility, decision-making, optimistic thinking, and goal-directed behavior may play a significant role in a child and adolescent’s social emotional development. A total of 359 middle school students participated in the study. The experimental group consisted of 170 students and the control group consisted of 189 students. Two middle school teachers at the school helped embed and teach the Top 20 SEL curriculum and monthly SEL lessons to all students in the experimental group. The teachers completed the Devereux Student Strengths Assessment (DESSA) pre-test one month into the study and the DESSA post-test five months later. The descriptive analysis revealed an increase in all eight social emotional competencies for the experimental group with a total SEL difference score of M = 8.23. The Top 20 SEL program has demonstrated how experience and practice in SEL skills are more likely to lead to an increase in SEL.

Social-Emotional Learning and Students' Transition From Kindergarten to Primary School in Italy

2019 ◽  
pp. 528-547
Author(s):  
Valeria Cavioni ◽  
Maria Assunta Zanetti
Keyword(s):  
Primary School ◽  
Emotional Competence ◽  
Positive Impact ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Teachers And Parents

The transition from kindergarten to primary school is a critical period in the development of children. Children who start primary school with good emotional and social skills have more friends, can easily establish new social relationships with peers and adults, and adjust better and achieve more at school. Although in the last couple of decades social-emotional learning programs have received considerable scientific attention in various countries, little is known about the implementation of such programs in the Italian context. This chapter describes a quasi-experimental study on the effectiveness of the implementation of a social-emotional program with Italian kindergarten children. Children's assessment by the researcher and reports from teachers and parents indicated that the program called “By Your Hand” had a positive impact on the social and emotional competence of children over time as they moved from kindergarten to primary school, with indications of enhanced emotional competence and reduced behaviour problems.

Sign in / Sign up

Export Citation Format

Share Document