scholarly journals Assessing Survey Satisficing: The Impact of Unmotivated Questionnaire Responding on Data Quality

2021 ◽  
Author(s):  
Christine Calderon Vriesema ◽  
Hunter Gehlbach
Keyword(s):  
Decision Making ◽  
Data Quality ◽  
Secondary Students ◽  
Large Scale ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Student Surveys ◽  
High Quality ◽  
The Impact

Education researchers use surveys widely. Yet, critics question respondents’ ability to provide high-quality responses. As schools increasingly use student surveys to drive local policymaking, respondents’ (lack of) motivation to provide quality responses may threaten the wisdom of using questionnaires for data-based decision-making. To better understand student satisficing—the practice of sub-optimal responding on surveys—and its impact on data quality, we examined its pervasiveness and impact on a large-scale social-emotional learning survey administered to 409,721 elementary and secondary students. Findings indicated that despite the prevalence of satisficing, its impact on data quality appeared more modest than anticipated. We conclude by outlining an accessible approach for defining and calculating satisficing for researchers, practitioners, and policymakers.

scholarly journals Assessing Survey Satisficing: The Impact of Unmotivated Questionnaire Responding on Data Quality

2021 ◽  
pp. 0013189X2110400
Author(s):  
Christine Calderon Vriesema ◽  
Hunter Gehlbach
Keyword(s):  
Decision Making ◽  
Data Quality ◽  
Secondary Students ◽  
Policy Making ◽  
Large Scale ◽  
Local Policy ◽  
Social Emotional ◽  
Student Surveys ◽  
High Quality ◽  
The Impact

Education researchers use surveys widely. Yet, critics question respondents’ ability to provide high-quality responses. As schools increasingly use student surveys to drive local policy making, respondents’ (lack of) motivation to provide quality responses may threaten the wisdom of using questionnaires for data-based decision making. To better understand student satisficing—the practice of suboptimal responding on surveys—and its impact on data quality, we examined its pervasiveness and impact on a large-scale social–emotional learning survey administered to 409,721 elementary and secondary students. Findings indicated that despite the prevalence of satisficing, its impact on data quality appeared more modest than anticipated. We conclude by outlining an accessible approach for defining and calculating satisficing for researchers, practitioners, and policymakers.

scholarly journals Social Emotional Learning and the promotion of equal personal relationships among adolescents in Panama: a study protocol

2020 ◽  
Author(s):  
Ana B Araúz Ledezma ◽  
Karlijn Massar ◽  
Gerjo Kok
Keyword(s):  
Decision Making ◽  
Core Competencies ◽  
Social Emotional Learning ◽  
Intervention Mapping ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Personal Relationships ◽  
Social Emotional ◽  
Social And Emotional ◽  
Intervention Mapping Protocol

Summary Adolescents in Panama face multiple barriers that affect their health, such as high rates of teenage pregnancy, increased human immunodeficiency virus (HIV) infections and sexual violence. Equal relationships between women and men are likely to reduce such risks. Here, we suggest that the school-based enhancement of Social and Emotional Learning core competencies—awareness of self and others, positive attitudes and values, responsible decision-making, and social interaction skills—could foster positive changes in behaviors between boys and girls, specifically through a focus on equal roles, equal rights in relationships and nonviolent problem solving. This paper, using the Intervention Mapping Protocol, describes the process of development of, and planning surrounding the implementation and evaluation of the program ‘Me and My new World’, a Social Emotional Learning intervention for middle school students (12–15 years old) in Panama. Program development was based on a needs assessment (Araúz Ledezma et al. (2020) Behavioural and environmental influences on adolescent decision making in personal relationships: a qualitative multi–stakeholder exploration in Panama. Health Education Research, 35, 1–14.) and a literature review of theory- and evidence-based Social and Emotional Learning (SEL)-programs. Intervention outcomes, performance objectives and change objectives of the intervention were identified. The practical applications of different theory-based methods allowed for contextual considerations that could potentially influence the expected behavioral outcomes of the intervention. Teachers were the implementers of the program, and during development, implementation, and evaluation, the roles, opinions, and teaching methods of all stakeholders were recognized. We conclude that Intervention Mapping allows for the analysis of multiple factors influencing the development and implementation of Social Emotional Learning programs promoting equal relationships among adolescents in a developing country, with a special consideration of culture, educational systems, and policies, from a capability development perspective.

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 A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110685
Author(s):  
Judit Váradi
Keyword(s):  
Music Education ◽  
Social Emotional Learning ◽  
Holistic Approach ◽  
Well Being ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
The World ◽  
The Impact ◽  
The Relationship

Social-emotional learning (SEL) is a topic of increasing focus in the education sector. SEL is the process by which children acquire the knowledge, skills, and attitudes to effectively recognize and manage emotions, to formulate positive goals, to feel empathy for others, to establish and maintain functioning social relationships. It develops to take responsible decisions, determine students’ successful academic performance, transformation into adulthood, useful work, a good quality of life, and well-being. By the end of the 20th century the educational role of music has come into the spotlight, and in addition to the impact of music on the development of general skills, its social and emotional effects are also the subject of research. This paper undertakes to explore the literature about the connections between music education and social-emotional skill development. For the collection and analysis of information, online sources of peer-reviewed scientific journals in addition to the university library were used. The study also examined the relationship between social-emotional learning and the world-wide well-known Kodály Concept and the effect of Kodály’s vision of music education as a forerunner of socio-emotional skills development. The relationship between social-emotional skills and music was explored by reviewing the international music-specific literature from music psychology, music education, music therapy, and music for health and wellbeing. In order to illuminate the problem and to develop a holistic approach, the 100 studies presented here summarize research findings made and presented in different countries around the world.

Predicting teacher commitment: The impact of school climate and social-emotional learning

2011 ◽  
Vol 48 (10) ◽  
pp. 1034-1048 ◽  
Author(s):  
Rebecca J. Collie ◽  
Jennifer D. Shapka ◽  
Nancy E. Perry
Keyword(s):  
School Climate ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Teacher Commitment ◽  
Social Emotional ◽  
The Impact

scholarly journals Using Student Voice to Identify Promising Practices in Social Emotional Learning

2021 ◽  
Author(s):  
◽  
Susan Ward-Roncalli
Keyword(s):  
Emotional Support ◽  
Large Scale ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Promising Practices ◽  
Social Emotional Development ◽  
Structured Interviews ◽  
Social Emotional ◽  
Diverse Student ◽  
Policies And Practices

This qualitative study used responses to a large-scale survey on school experiences to identify schools where the students themselves reported above average scores on constructs of social emotional learning. The study looked at schools where the students reported above average results for several years in an attempt to answer the following questions: 1.What are the policies and practices of these schools specifically related to providing social emotional supports to students? 2.How do leaders in these schools describe their approach to providing social emotional support for their students? How do leaders assess their own perspectives, attitudes, decision-making and actions toward diverse student populations? To what do they attribute their schools' higher than average SEL scores? 3.What does an analysis of student responses in these schools show in terms of social emotional support provided by their schools? What do students report of their experience? The study looked at schools where students reported above average positive responses to survey questions on four social emotional learning (SEL) constructs for 4 years. Of the 10 schools that qualified, four agreed to participate. In order to examine the policies and practices of these schools, the researcher analyzed public documents from each school and conducted 21 semi-structured interviews with teachers and school leaders. The findings show that the administrators and teachers at the schools supported students' social emotional development by leveraging resources and acknowledging the need to promote equity. They incorporated SEL into the school culture through ongoing professional development, school wide practices, and intentional instruction in the competencies.

The Impact of Social Emotional Learning Skills on Creativity

2022 ◽  
pp. 175-189
Author(s):  
Mustafa Mert Saygi ◽  
Yetkin Yildirim ◽  
Faruk Taban
Keyword(s):  
Classroom Environment ◽  
Social Emotional Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Education Programs ◽  
Learning Skills ◽  
Modern Education ◽  
Social And Emotional ◽  
The Impact

The purpose of this chapter is to explore how social and emotional learning (SEL) skills impact the ability of students to develop creativity in classrooms. After exploring the significance of creativity and SEL in modern education, the chapter will aim to uncover parallels in the recommended education programs for both sets of skills. Additionally, this chapter will explore which specific set of SEL skills positively support the growth of creativity in children. Furthermore, the ideal classroom environment to simultaneously foster creativity and SEL will be discussed in the chapter. Finally, the teacher's role in a class where SEL and creativity are prioritized will be analyzed to uncover what strategies a teacher can employ in order not to hinder creativity or give rise to stress among the students. After answering these questions, the authors aim to unveil the effects that remote learning during the COVID-19 pandemic has had on the aspects of SEL discussed above.

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