scholarly journals Impact of a College Freshman Social and Emotional Learning Curriculum on Student Learning Outcomes: An Exploratory Study

2012 ◽  
Vol 9 (2) ◽  
pp. 120-140
Author(s):  
Ning Wang ◽  
◽  
Stephen C. Wilhite ◽  
Jeannette Wyatt ◽  
Thomas Young ◽  
...  
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Learning Outcomes ◽  
Emotional Competence ◽  
Social And Emotional Learning ◽  
Student Learning Outcomes ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Freshman Seminars ◽  
The Social

This study investigates the impact of implementing a social and emotional learning curriculum for college freshmen on student learning outcomes, including social and emotional competence and academic performance. Through the use of a quasi-experimental design, the growth in social and emotional competence of students who participated in the social and emotional learning seminars is compared with that of students who were enrolled in other freshman seminars. This comparison is complemented by a qualitative analysis of students’ self-reflections in relation to specific dimensions of social and emotional competence. The results of this study suggest that exposure to a social and emotional learning curriculum during the first semester at college may contribute to the development of social and emotional competence in students. Because of the potential relationship of social and emotional competence to academic success, this study also reports a comparison of the grade point averages (GPAs) of students from the social and emotional seminars with the GPAs of students from the other freshman seminars, while controlling for other predictors of academic success. The results indicate that students exposed to the social and emotional learning curriculum had higher grades than other students across the four semesters following the completion of the seminar.

Linking Social and Emotional Learning Standards to the Social Emotional Competency Assessment (SECA)

2019 ◽  
Author(s):  
Rachel A. Gordon ◽  
Marisa Crowder ◽  
Laura Davidson ◽  
Celene Domitrovich
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Competency Assessment ◽  
Social Emotional ◽  
Emotional Competency ◽  
Social And Emotional ◽  
Learning Standards ◽  
The Social

scholarly journals The Impact of Social and Emotional Learning Programs on the Emotional Competence and Academic Achievement of Children in Greek Primary School

2013 ◽  
Vol 3 (6) ◽  
Author(s):  
Thomas Babalis ◽  
Konstantina Tsoli ◽  
Constantinos T. Artikis ◽  
Iro Mylonakou-Keke ◽  
Yota Xanthakou
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Emotional Competence ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Learning Programs ◽  
The Impact

scholarly journals UPAYA MENINGKATKAN HASIL BELAJAR IPS SISWA DENGAN MODEL PEMBELAJARAN JIGSAW KELAS VI SEKOALAH DASAR NEGERI 18 LUBUKLINGGAU

2021 ◽  
Vol 15 (2) ◽  
pp. 109-118
Author(s):  
Tuti Triyani
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Research Method ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Model Data ◽  
Average Student ◽  
The Social ◽  
Improve Student Learning

This study aims to improve the social studies learning outcomes of Class VI students of SD Negeri 18 Lubuklinggau by using the Jigsaw learning model. The research method used in this study is a classroom action research method (Action Research) using the Jigsaw learning model. Data collection techniques were carried out by means of observation and tests. Based on the results of research using the Jigsaw learning model in class VI students at SD Negeri 18 Lubuklinggau, it turned out to be able to improve student learning outcomes. Student learning outcomes continue to increase in each cycle, in the first cycle of the first meeting the average student learning outcomes of 51.86, the second meeting of 59.45 then in the second cycle of the first female student learning outcomes of 62.14 and at the second meeting 67 .95. and in cycle 3 the first meeting the average student learning outcomes was 71.14 and the second meeting was 85.76

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.

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.

scholarly journals Implementation and perceived benefits of an after-school soccer program designed to promote social and emotional learning

2020 ◽  
Vol 6 (1) ◽  
pp. 125-145 ◽  
Author(s):  
Paul M. Wright ◽  
Steven Howell ◽  
Jenn Jacobs ◽  
Gabriella McLoughlin
Keyword(s):  
Academic Success ◽  
Youth Development ◽  
School Setting ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
After School ◽  
Perceived Benefits ◽  
Systematic Observation ◽  
Social And Emotional

Social and emotional learning (SEL) competencies such as self-awareness and relationship skills are predictors of academic success, overall well-being, and avoidance of problematic behaviors. Among school-aged children, research has demonstrated that well-implemented programs teach SEL competencies and life skills (e.g., leadership, responsible decision making) that can transfer to other settings. Similar claims have been made in the field of sport-based youth development (SBYD), however, the SEL framework has not been widely applied in sport programming. Implementation, student learning, and transfer of learning in SBYD programs designed to promote SEL require further exploration. Therefore, the current study examined the implementation and perceived benefits of an after-school soccer program designed to promote SEL. Participants were six coaches and 51 students from three different sites where this program is offered. A multiple case study design was used, integrating data from customized feedback surveys, interviews, systematic observation, and field notes. Results indicated the program reflects many SBYD best practices. Although implementation varied between sites, program culture and core values were consistent. Evidence indicated students learned and applied SEL lessons in the soccer program and that transfer beyond the program was promoted. Participants were most likely to report transfer to the school setting, therefore, future studies should examine this topic more directly. Other implications for research and program implementation are discussed.

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