scholarly journals The Effectiveness of Social-Emotional Learning Strategies and Mindful Breathing with Biofeedback on the Reduction of Adolescent Test Anxiety

2021 ◽  
Vol 44 (3) ◽  
pp. 815-847
Author(s):  
Carolyn McLeod ◽  
Mike Boyes
Keyword(s):  
High School ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Study Skills ◽  
Social Stress ◽  
Qualitative Data ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Test Taking

Educational programs that incorporate social emotional-learning (SEL) strategies, study skills, and mindful breathing using biofeedback can help adolescents decrease worry and social stress, increase test preparedness self-efficacy, and improve academic performance due to lowered levels of test anxiety. The current study examined the efficacy of a SEL intervention (implemented into a high school psychology course) focused on study skills and mindful breathing and its impact on student attitude and behavioural changes (e.g., test anxiety, self-efficacy), academic performance, and physical changes. A quasi-experimental explanatory mixed methods study conducted at a rural Alberta high school examined pre- and post-intervention results between two groups of Grades 9–12 students (N = 105) with one group receiving the intervention (mindful breathing sessions, emotional regulation techniques, study and test-taking skills, and coping strategies) while the other received regular programming. Quantitative data included a Test Anxiety Survey (TAS), Student Opinion Survey–Short Form (SOS-SF), and reading comprehension (RC) tests to measure attitude and behavioural changes, followed by qualitative data obtained from student semi-structured interviews and focus groups for further interpretation. Quantitative results from repeated-measures (RM) ANOVAs indicated significant increases in self-efficacy for preparation and test-taking, increased academic achievement, decreased worry about future social stress, and increased positive affect. Effect sizes for significant impacts ranged from .45 to .65. Qualitative data indicated that students acquired new SEL strategies to help them handle stressful test situations more effectively. The current study addresses topics of interest to educators (e.g., test anxiety, social emotional learning) with a discussion of applications for extension and development of the program in junior and senior high classrooms. Keywords: test anxiety, adolescents, social-emotional learning, mindfulness, biofeedback

scholarly journals Adolescent Achievement: Relative Contributions of Social Emotional Learning, Self-efficacy, and Microsystem Supports

2020 ◽  
pp. 001312452096208
Author(s):  
Meghan E. Fairless ◽  
Cheryl L. Somers ◽  
Rachel L. Goutman ◽  
Carla A. Kevern ◽  
Francesca M. Pernice ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Self Efficacy ◽  
Economic Status ◽  
Social Emotional Learning ◽  
Ecological Factors ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Students

This study examined the role of select intrapersonal and microsystem factors in high school adolescents’ academic achievement. A combination of factors, derived from an ecological framework, were hypothesized to be unique in their ability to explain greater proportions of variance in academic achievement in adolescents. Participants included 379 high school students (176 males, 193 females) from a mid-western high school in a large metropolitan area with a 53% poverty rate that enrolls approximately 1,500 students. A variety of variables emerged as significant predictors of academic achievement, with social emotional learning, self-efficacy, socio-economic status, parental involvement, peer support, and teacher support all explaining significant proportions of variance in achievement, and some to stronger degrees than others. This lends support to the notion that learning is shaped by a myriad of ecological factors. These findings are discussed with regard to their usefulness in understanding ways in which to target each of the investigated variables to ultimately increase academic achievement in adolescents.

scholarly journals The Effect of Internal Locus of Control and Social-Emotional Learning on Life and Relationship Satisfaction

2020 ◽  
Vol 6 (2) ◽  
pp. 31-49
Author(s):  
Sibylle Georgianna ◽  
◽  
Jennifer Jagerson ◽  
Keyword(s):  
Locus Of Control ◽  
Self Efficacy ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Self Management ◽  
Subjective Well Being ◽  
Social Emotional ◽  
Internal Locus ◽  
Internal Locus Of Control

Objective The current study examined the impact of a non-governmental organization’s academic tutoring and mentoring program on the social-emotional learning (SEL) and subjective well-being of 240 marginalized young women. Participants One-hundred-fifty-nine currently enrolled 7-12th grade students with a mean age of 16.39, SD=1.55; 40 students who were enrolled in college with a mean age of 20.25, SD=1.57, and 25 who had graduated from college with a mean age of 22.48, SD=2.16 and their leaders participated. Methods All participants completed in a survey that assessed the degree of participants’ locus of control, expectations of success (self-efficacy), current goals and career-related aspirations and their satisfaction with their relationships and life in general. Twenty-one of the participants and all leaders also were interviewed. Results Regression analyses revealed that both the participants’ self-management and the leader’s locus of control were significant predictors of the participants’ internal locus of control. Congruent with interview findings, latent structural equation analysis revealed that three manifest variables of social-emotional learning, “self-management”, “social awareness”, and “self-efficacy” had direct positive effects on participants’ subjective well-being (i.e., their satisfaction with life and relationships). Conclusion Culturally sensitive approaches to mentoring and training are needed and helpful. Future research should be carried out to mitigate design limitations and further the current study’s addition to the body of research on social-emotional learning and well-being.

Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives

2020 ◽  
pp. 1-16
Author(s):  
Anita Gardner ◽  
Michelle Wong ◽  
Belinda Ratcliffe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Emotional Learning ◽  
School Setting ◽  
Autism Spectrum ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Students ◽  
Teachers Perceptions ◽  
Core Characteristics

Abstract Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.

scholarly journals Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

2020 ◽  
Vol 9 (2) ◽  
pp. 148
Author(s):  
Neslihan Arikan
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Control Group ◽  
Social Emotional ◽  
Control Groups ◽  
Final Test ◽  
Personal And Social Responsibility ◽  
And Control

Programs for social-emotional learning implemented in schools are important in terms of improving students’ emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation—mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.

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.

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