Social-Emotional Learning Research Papers

Addressing the social and emotional needs of students is not only vital, but it should be a priority for all teachers. Teaching social and emotional skills directly influences students' academic ability. Yet, many schools and classrooms do not see the connection between their instruction and curriculum with SEL. Often, schools have set aside a portion of the school day, or a few minutes at the end of the class period, to check in with students or teach specific skills. One way that students can explore their own identities and build a sense of agency is through the use of young adult literature. There are many ways that teachers can incorporate YA in the classroom to build SEL.

- by and +3
- •
- Curriculum, Young Adult Literature, Social-Emotional Learning, Literacy Education

In March 2020, COVID-19 appeared in the State of Maryland, resulting in strict stayat-home orders and the shutting down of physical business operations. These restrictions directly impacted College Park Academy (CPA), a public charter middle and high school in Prince George's County, MD that typically follows a hybrid approach to in-person and online instruction. The purpose of this qualitative study was to review CPA's transition to full online distance learning during emergency remote teaching. The research worked to establish a snapshot of the school's underlying structure and disaster preparedness strategies before evaluating the perceived viability of the online model and its effects on students, teachers, parents, and educational administrators. The researchers conducted interviews, as well as document analysis and online classroom observations. The findings reveal that despite strong infrastructure and communications during the transition, there remained issues with school readiness, including the maintenance of academic rigor and social emotional wellbeing. Overall, recommendations are made as to how the school would benefit from a shift in its approach to technology-enhanced learning, including the need for digital tools that better facilitate wellness checks, provide human touchpoints, and target collaborative, student-centered pedagogy. These lessons learned are relevant for other school administrators to consider as society continues to adapt to a new era of virtual learning during times of crisis.

The aim of this study is to adapt The Delaware Social-Emotional Competency Scale into Turkish language so that social-emotional competency of students can be examined through testing the language validity and conducting Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). While the sample for EFA consisted of 338, the sample for CFA consisted of 220 different high school students. Since the CFA was administered first and it was decided to administer the EFA. The first and 12nd items were taken out of the scale considering the total item correlation before EFA. Two sub-dimensional structures were obtained as a result of the AFA administered with the remaining items. Sub-dimensions were given the names "self awareness" and "social awareness" in accordance with the literature. In order to test the structure obtained from the EFA, CFA was administered with different data sets and the factor structure was determined to be acceptable. The internal consistency coefficient for the reliability study was calculated as .70 The Pearson Moments Multiplication Correlation Coefficient calculated for the test-retest reliability study was found to be significant. The scale is a valid and reliable tool that can be used in Turkish culture.

Students may read a text in much the same way they read a
situation or another person. Critical reading can be a deeply self-aware and transformative process. However, at the undergraduate
level, it can often be a mere analytical performance that reinforces
the notion of radical discontinuity between historical eras and
among human experiences. Contemplative reading, as a practice
of generosity and connection, can generate self-awareness and
transformative engagement with an Other, supporting critical
reading. Contemplative readings of vilified or ignored subjects
paired with students’ direct experiences of their resistance can
surface intolerance and encourage meaning-making. In this piece,
a traditional assignment of weekly reading responses posted
by students to a Learning Management System is revised into a
Contemplative Reading assignment. This assignment makes visible
the reading process to highlight the skills of generous reading,
noticing novelty, recognizing emotional reactivity, owning emotions
rather than projecting them, and meaning-making, thereby
expanding students’ capacities to engage with the world using
critical, creative, and contemplative dispositions.

- by Karolyn Kinane
- •
- English Literature, Medieval English Literature, Contemplative Pedagogy, English

When young refugee English language learners (ELLs) start formal schooling in the United States, the social-emotional learning (SEL) appropriate for the U.S. school context may be especially unfamiliar to them. By interviewing six elementary school teachers, this exploratory study examined how tea- chers describe refugee ELLs’ social-emotional competencies and what ped- agogical methods they report using with refugee ELLs for their social- emotional skills development. This study also considered to what extent teachers’ views of their refugee ELL students’ SEL and their self-reported pedagogies reflect their recognition of refugee ELLs’ funds of knowledge, teachers’ development of culturally sustaining pedagogies, and teachers’ use of power to promote equity and social justice in the classroom. The teachers identified a range of social-emotional skills, in particular social awareness and relationship skills, as important for refugee ELLs to develop. To help them, the teachers used various pedagogical methods, including explicit teaching, individualizing, creating a positive climate, and collabora- tion and support. However, the teachers’ views of their refugee students’ SEL and their self-reported pedagogical methods were largely deficit- oriented. Interpreting our findings within the existing literature from the critical perspective provides critical insights into teachers’ perspectives and approaches to supporting refugee ELLs’ SEL in early elementary grades.

- by Hyonsuk Cho
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- Refugees, English Language Learners, Social-Emotional Learning, Teacher Perspectives

Research indicates school personnel use punitive and exclusionary discipline practices more often with students from particular racial and ethnic groups. In response to these trends, many researchers suggest a need to adapt experimentally validated social, emotional, and behavioral interventions to align with cultural characteristics of students. However, a gap exists between scholarly recommendations for culturally adapting interventions and methods for putting those suggestions into practice. As such, our understanding of the processes and procedures for adapting interventions for cultural alignment is incomplete. The current review, therefore, addressed this concern by systematically examining research on cultural adaptations to identify the most prevalent methods used. The research team identified 10 studies meeting the inclusion criteria indicating the need for additional research and development on culturally adapting school-based interventions. Within studies investigating cultural adaptations to school-based social , emotional, and behavioral interventions, researchers tended to use recommended procedures for considering adaptations such as engaging with stakeholders and reviewing program materials. More conceptual adaptations to metaphors, concepts, and goals of the intervention were reported less frequently. Results indicate that there is a need for additional research on developing and implementing cultural adaptations for school-based interventions.

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.

This paper describes a system implementation that provides Virtual Learning Environments with emotion awareness (detect user emotions and respond) both explicitly, by self-reporting emotions through emot-control, an easy-to-use web tool, and implicitly, via sentiment analysis. Prominent theories, models and techniques of emotion, emotion learning, emotion detection and affective feedback are reviewed. Also we present findings from our experiment with university students, validating our emot-control in real education context. Finally, we set open issues for future experimentation, contributing to the research agenda.

- by David Jiménez and +2
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- Affective Computing, Affective response to learning, Academic Emotions and Motivation, Social-Emotional Learning

After-School programs play an important role in training and education in terms of student development and social emotional learning. The purpose of this paper is to evaluate the views of teachers on the benefits of After-school Programs and Summer Programs in terms of Social Emotional Learning (SEL). The questions to the participant teachers are: " What should the children with inability of social emotional learning be provided out of school?, and " Do the after-school programs, youth centres or youth clubs offer a variety of academic, recreational, cultural, and community activities in terms of SEL? A qualitative research method was used to evaluate and compare the views of teachers on After-school Programs. The research was conducted with the participation of 14 Primary and Secondary School teachers in Erzincan City. The views of the teachers obtained through interviews show that after-school programs, youth centres and youth clubs as well as Summer Programs play a significant role for the students to develop social emotional learning skills. This paper draws attention to the views of teachers in classroom management as a means of increasing both the parents' and the students' awareness of social emotional learning.

Training manual and technical report on the BROMP method for field observations of student engagement.

- by Jaclyn L Ocumpaugh
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- Sociology, Education, Sociology of Education, Educational Technology

This article analyzes Spain's educational policies in terms of emotional, social, and civic competencies. The need to teach these competencies at school is justified socially and pedagogically, and the way in which these competencies are implemented in Spanish and European school curricula is described. Spain's main political actions to promote social-emotional education are then described. The article concludes that for these programs to be effective, they must overcome a double challenge related to the practical implementation of competence-based curricula and transversal competencies assessment. Consequently, Europe as well as Spain must redouble their efforts (economic, instrumental, and in terms of assessment) to achieve their educational goals.

- by Clara Romero Pérez and +1
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- Educational Theory, Social-Emotional Learning

The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequences, and victim attribution, as compared with girls. Whereas boys bullied others significantly more often than girls, age was unrelated to bullying. Moral justification and victim attribution were the only dimensions of moral disengagement that significantly related to bullying. Furthermore, younger children and girls were more likely to defend victims. Diffusion of responsibility and victim attribution were significantly and negatively related to defending, while the other dimensions of moral disengagement were unrelated to defending.

- by Robert Thornberg
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- Sociology, Criminology, Psychology, Behavioural Science

Transitional Kindergarten in California: A Guide for Parents, Primary Grade Teachers,
And Early Childhood Educators
By
Carissa A. Feeney
Transitional Kindergarten (TK), a new grade level implemented by the California Department of Education (CDE) for children ages 4 ½ to 5, is meant to serve as a "bridge" between preschool and elementary school. Now in its fourth year of universal implementation, enrollment has been increasing despite the lack of any specific CDE standards for TK. While TK programs have been moving along across school districts, little information is available regarding program quality, developmental appropriateness, and effects on child outcomes. This lack of clarity poses a challenge for parents and other stakeholders facing questions such as whether to move four-year-olds from preschool to TK, or if TK-only classrooms are better than TK/K combination classrooms. In an effort to clarify the often confusing, contradictory, and ever-changing information available regarding TK in California, this project (a research-based, user-friendly TK guide) draws from existing research and synthesizes the information into an easily accessible format. Sources include TK classroom studies, surveys of TK teachers and preschool providers, interviews with TK parents, and CDE documents. The TK guide is ultimately designed to support parents, primary grade teachers, elementary school administrators, and early childhood educators as they seek to make informed decisions on behalf of young children. Two evaluators of the guide, one TK teacher and one professor of education studies, praised the guide's clear presentation of the information and expressed hope that it will soon be available to all TK stakeholders.

ספר זה מציע מבטים שונים על מיינדפולנס ולמידה חברתית-רגשית בהכשרת מורים. פרקי הספר השונים נכתבו על ידי חוקרים מהארץ ועל ידי סטודנטים בהכשרת מורים ומורים שעברו השתלמויות בתחומים הללו. הספר מספק תשתית תיאורטית ויישומית להבנה של המקום של מיינדפולנס ולמידה חברתית-בהכשרת מורים, וחלקו האחרון של הספר מציג עדויות מקורסים והשתלמויות בתחומים אלו בהשכלה הגבוהה.

- by Oren Ergas
- •
- Buddhism, Neuroscience, Sociology, Psychology

Wellbeing is increasingly considered to be an important goal for 21st century schooling. Mindfulness and positive psychology are new and increasingly popular approaches to social-emotional learning (SEL) that aim to address this goal. To date, however, there has been little consideration of the ways that mindfulness and positive psychology-based approaches could be integrated. This paper proposes a framework of analysis for evaluating the comprehensiveness and effectiveness of SEL programs, and compares the goals, content and empirical base for mindfulness and positive psychology-based approaches. It also considers the potential for the two approaches to strengthen and complement each other. It is concluded that an integration of mindfulness with positive psychology-based approaches would together cultivate a broader range of psychological resources and give rise to a more holistic set of wellbeing outcomes, therefore forming a more comprehensive and effective approach to cultivating student wellbeing.

- by Jessie Sun
- •
- Positive Psychology, Educational Psychology, Mindfulness, Positive Youth Development

Статья представляет собой отклик морального философа на распространение по всему миру, а постепенно и в России программ социально-эмоционального обучения (направленных на развитие эмоционального интеллекта, формирование эмоциональной культуры) и попыток расширения их со-держания за счет включения этического компонента. Потенциал программ социально-эмоционального обучения для социально-морального воспитания весьма высок. Это обусловлено тем, что они предлагают вместо обычного для российской педагогическо-воспитательной практики подхода, заключающего-ся в трансляции идей и убеждений (нередко сводимых к патриотизму и кол-лективизму), формирование у ребенка социальных и эмоциональных компе-тенций. Однако для реализации этого потенциала необходимо наполнение программ социально-эмоционального обучения, тем более в их применении к социально-моральному воспитанию, достоверным, концептуально обоснован-ным философско-этическим содержанием. Пока же в теоретическом отноше-нии проводимые в программах социально-эмоционального обучения пред-ставления о морали носят обще-антропологический характер, а в нормативно-этическом – сводятся к тем или иным вариантам эвдемонистического пруден-циализма. Какими бы ни были программы нравственного воспитания или сориентированные на нравственное развитие программы социально-эмоционального обучения, их следует привести в соответствие с функцио-нально и нормативно дифференцированным пониманием морали как ком-плексного и неоднородного феномена, посредством которого задаются разно-образные ценностные ориентации, в частности, на невреждение, солидарность, равенство, уважение, заботу, добродетель, совершенство. Посредством этих ценностных ориентаций раскрывается содержание морали, в котором отражаются ее основные функции – коммуникативная (обеспечивающая эффективное и благотворное взаимодействие между людьми) и перфекционистская (направленная на моральное возвышение человека как личности в ее отношениях к себе самой и к другим). Эффективность методик социально-эмоционального обучения для реализации задач социально-нравственного воспитания будет достигнута при условии, что названные ценностные ориентации будут переведены на язык конкретных эмоций, коммуникативных и рефлексивных навыков.

- by Ruben Apressyan
- •
- Ethics, Moral Psychology, Character Education, Moral Development

Appreciative inquiry is an important framework for guiding positive change. What has been missing is the critical analysis of AI to determine impacts on organizations' espoused values. The purpose of this bounded case study was to explore best practices in AI for determining impact. Positive social change occurs when practitioners and scholars include reports of impact for their AI interventions and research.

Peer assessment is increasingly being used as a pedagogical tool in classrooms. Participating in peer assessment may enhance student learning in both cognitive and non-cognitive aspects. In this study, we focused on noncognitive aspects by performing a meta-analysis to synthesize the effect of peer assessment on students’ non-cognitive learning outcomes. After a systematic search, we included 43 effect sizes from 19 studies, which mostly involved learning strategies and academic mind-sets as non-cognitive outcomes. Using a random effects model, we found that students who had participated in peer assessment showed a 0.289 standard deviation unit improvement in non-cognitive outcomes as compared to students who had not participated in peer assessment. Further, we found that the effect of peer assessment on non-cognitive outcomes was significantly larger when both scores and comments were provided to students or when assessors and assessees were matched at random. Our findings can be used as a basis for
further investigation into how best to use peer assessment as a learning tool, especially to promote non-cognitive development.

Cognitive scientists and philosophers increasingly argue that one’s culture wires one’s brain (Feldman Barrett 2017: 177). In this article, I explore some ways by which individuals can nonetheless intervene and impact this wiring, for instance by engaging in personification in play: that is, inhabiting or acting out various subject positions in a socially interactive dynamic. My exploration of role-play is set within a wider interest in models of intersubjective communication and in recent reformulations of notions of ‘authenticity’ as fundamentally ‘reciprocal’ (Zahavi 2001, Rokotnitz 2014) and ‘relational’ (Gallagher, Morgan and Rokotnitz 2018). For this purpose, I consult resources from psychology and the cognitive sciences, particularly regarding the growing evidential basis for conceiving of emotions as constructed by predictive processing mechanisms (Feldman Barrett 2017). I anchor this discussion in examples from three fictional works: Arundhati Roy’s The God of Small Things (1996), Ian McEwan’s The Child in Time (1987), and Joe Hempson and Mae Martin’s Feel Good (2020–21). Drawing together science, philosophy, and fiction from both sides of the Atlantic, this article aims to enrich and complicate notions of subjectivity, choice, and playfulness, providing contextual constellations against which to test the evolving discussion of emotions, agency, and authenticity. (Care has been taken to avoid plot-spoilers, unless such details are germane to the argument).

Studies report that most children with mental health disorders do not receive the adequate amount and type of mental health care and support they should receive to effectively guide growth and development. Often, schools are one of the only places where students and their families can receive mental health care, though unfortunately, many school leaders do not receive sufficient training to support students in their mental health needs. Therefore, the purpose of this chapter is to present an overview of essential knowledge and skills necessary for principals and school counselors to develop collaborative relationships that better position

- by Rachel Geesa
- •
- Education, Mental Health, Collaboration, Trauma-Informed Care

A layman tends to appreciate the NIE’s impressive colorful format as well as its projected claim of dispersing education, knowledge, information and entertainment or in short, infotainment. But it is easily noticeable there is very less coverage of important national and international news or dealt with them briefly, that, too, on selective basis. What is pertinent to be noted that NIE gives massive coverage of gadgets, machines, entertainment and films industry with no focus on issues relevant to students and the education. In education area only science related issues are carried ignoring social and political ones completely. Even students’ problems like bullying, eve teasing, career guidance, educational and personal counseling rarely find space on the paper.

- by Media Studies Group (India)
- •
- Cultural Studies, Psychology, Social Psychology, Media Studies

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 worldwide 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.

- by Judit Váradi
- •
- Music, Music Education, Listening (Music), Social emotions

The Social-Emotional Learning movement attempts to promote the mental health, happiness, and academic success of learners. The promotion of related skills is of utmost importance, as they are needed to ensure adequate social functioning, well-being, self-regulation, and good human functioning in the 21st century. It is assumed that investigations focusing on existing competencies and needs of learners have the potential to draw a realistic picture of the social and emotional needs of the young generation, thereby suggesting pathways to meet these needs and encouraging the involved parties to make informed decisions concerning appropriate pedagogies, teaching materials, and activities. The current case study investigated whether young Turkish adults taking a required introductory English course reported Social-Emotional Learning needs. Utilizing the Social-Emotional Foreign Language Learning Scale, a recent foreign language-oriented psychometric test, the researchers gathered data from students (F = 231; M = 111; Unstated = 2) who were enrolled in various faculties and vocational schools at a state university in northeastern Turkey. Descriptive statistics showed that young Turkish adults considered themselves to have a good Social-Emotional Learning capacity in terms of self-regulation, social relations, and responsible decision-making, contrary to most studies from collectivist cultures. These self-reported good social and emotional capacities are explained in light of recent educational reforms, Turkish culture, and the methodology of the present study. Finally, some implications and suggestions for future research are provided.

SEL involves processes through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. 1 Socio-emotional learning is fully aligned with Sustainable Development Goal 4.7, which states that all learners should acquire knowledge and skills to promote sustainable development, including in the areas of lifestyle, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship, and appreciation of cultural diversity. 2

El emprendimiento social se define como la creación de proyectos y organizaciones cuyo objetivo no
es el beneficio individual sino la transformación y la mejora de la sociedad. Teniendo en cuenta que la
falta de capacidades relacionales impacta negativamente en la capacidad emprendedora y la
participación social de las nuevas generaciones, el presente trabajo ofrece un desarrollo teórico de
dos conceptos: el comportamiento altruista y el emprendedor, analizando los factores que influyen
en los mismos. Con base en una investigación empírica, los autores demuestran, a través del análisis
del liderazgo de servicio y la reflexividad relacional de un grupo de jóvenes, que las nuevas
generaciones presentan fortalezas cuyo desarrollo depende de la posibilidad de mejora en algunas
dimensiones sociales concretas: las competencias relacionales y la actitud altruista. Se propone que
la innovación social comienza con competencias de tipo relacional.

- by Reynaldo Rivera
- •
- Entrepreneurship, Social Entrepreneurship, Character Education, Volunteerism

Present-day educational approaches in higher education and K-12 privilege only cognitive gains from students, who are sometimes only seen as test scores, while neglecting the development of the whole human being. This article documents three unique Building Community events at a public university in the northeast, which were designed to embrace the full development of human potential. These events were created to offer novel approaches to education, highlighting and operationalizing Social Emotional Learning (SEL) through mindfulness, literacy, and social justice. The documentation is twofold: 1) to provide descriptions of each of the three events and the connections between and among Social Emotional Learning (SEL) and mindfulness, literacy and diversity, and 2) to provide an analysis of feedback data and a descriptive framework that makes clear the processes and theories underpinning the events, all of which may provide a beginning roadmap for others to replicate this important work. Qualitative findings suggest that the integration of SEL into classroom theory and practice may be one route to improving and humanizing education.

- by Maureen Hall
- •
- Literacy, Mindfulness, Social Justice in Education, Social-Emotional Learning

The article revises the effects of technology transfer offices (TTOs) on capacity building within the university, from the perspective of
creativity, innovation and entrepreneurship. The objective of the article is to understand clearly and deeply how TTOs build capacity in
creativity, innovation, and entrepreneurship for all the stakeholders, researchers, faculty members, SMEs, incubators, undergraduate and
graduate students, and attorneys. Particular focus is given for analysing TTOs activities in order to comprehend the strategy of TTOs in delivering and building capacity for innovative products and services. The author concludes that the universities and TTOs should have a common strategic plan and policy to empower and to increase efficiently and effectively the impacts TTOs activities have on the
development of the technology-based innovative products and services.
Keywords: Technology Transfer Offices, creativity, innovation, entrepreneurship

- by Gamze Sart
- •
- Creative Writing, Critical Theory, Entrepreneurship, Information Technology

This teacher researcher project involved three grades 6/7 teachers and a literacy consultant working together to build inclusive classrooms to nurture communities of writers. Formative assessment strategies are woven throughout the lesson... more

- by Leyton Schnellert
- •
- Literacy, Teaching and Learning, Learning and Teaching, Formative Assessment

Previous accounts of the development of triadic attention identify a ‘‘curious’’ shift around nine to twelve months. We introduce a novel approach inspired by distributed and embodied cognition frameworks. In a longitudinal study of five mother-infant dy- ads, videos of home play interactions were recorded over the infants’ first year. We scru- tinized the real-time organization of mother-infant sensorimotor activity, including the targets of hands, gaze, and mouth, as the dyad members attended to one another and to toys. We identified a pervasive developmental pattern: At four months, infants con- verged all sensory modalities on objects introduced by the mother. From six to twelve months, infants showed increasing decoupling of hands and eyes and increasingly elab- orate sequences in multi-object play. Concurrently, dyads engaged in increasingly elab- orate social exchanges (e.g., turn-taking) as mothers adapted to infants’ sensorimotor skills. We therefore theorize that triadic attention emerges not as a novel form of social cognition but as a continuous product of sensorimotor development, scaffolded by parents’ expanding social actions.

ABSTRACT
Adolescence is a phase of transitions in all the domains of development namely, cognitive, physical, social and emotional. Due to all these changes, adolescents may face many difficulties which create discrepancies in their lives. All these discrepancies have an effect on their learning and well-being but with the amalgamation of Social-Emotional Learning (SEL) competencies, negative behaviours like aggression may be prevented or reduced. Therefore, the present study was designed to study the relationship of social-emotional learning with aggression among adolescents. A sample of 500 school going adolescents in the age range of 13-14 years from various government schools of Ludhiana city of Punjab participated in the study. Social Emotional Competence Questionnaire (SECQ) developed by Zhou and Ee (2012) and Aggression Inventory adapted by Sultania (2006) were used to assess social-emotional learning and aggression among adolescents in the present study. The results of the study illustrated that adolescents living in joint families significantly possessed more social-emotional learning competencies while adolescents from nuclear families were significantly more aggressive. Furthermore, correlation analysis emphasized that overall social-emotional learning had significant negative relationship with overall aggression in joint families whereas in nuclear families, overall social-emotional learning was found to have non-significant negative relationship with overall aggression.
Key words: Social-emotional learning, aggression, family structure, adolescents

We examined group differences in social-cognitive behaviors exhibited by 48 3rd graders in Logo or computer-based writing environments, and the role of these behaviors in accounting for posttreatment differences in higher-order thinking. Logo children exhibited more work-related and off-task behavior, information seeking from partner, and cognitively-based resolution of cognitive conflicts, and less typing and social negotiation of cognitive conflict. Support was provided for the mediational role of information seeking, social negotiation of social conflict and especially cognitively-based resolution of cognitive conflict. Thus, Logo may foster cognitive growth by engendering cognitively-based resolution of cognitive conflicts.

Peer tutoring as an educational strategy has not been widely recognized at Polish universities so far. Little attention has been given to the connection between peer tutoring and the affective domain of learning. Also, the current teaching pedagogies prioritize cognitive learning outcomes over social-emotional learning outcomes. The period of emergency remote teaching caused by the Covid-19 pandemic brought forward the role of social-emotional learning needs. The present study aims to contribute to the discussion on the types of peer tutoring and the modes of their delivery complementary with the Polish system of higher education. Thus, the investigation offers an insight into the perception of the impact that online peer tutoring has on the learning process of the English Department students. The purpose of the study was thus twofold: to find out the effects of an online reciprocal peer tutoring strategy on the students' social-emotional learning, and to investigate the relation between online reciprocal peer tutoring and the students' perceived gains in knowledge. The research revealed that online reciprocal peer tutoring has a potential to be a beneficial instructional strategy for both remote and face-to-face university courses.

- by Monika Łodej
- •
- Social-Emotional Learning, University Students, Peer Tutoring, Remote Teaching

Research into socioemotional interactions in collaborative learning situations has focused on their positive or negative effects. Emphasis has also been placed on how affective aspects contribute to cognitive ones. The present work shows this type of interactions from the perspective of intersubjectivity in the framework of cultural semiotic psychology. Using naturalistic observation in a collaborative learning situation, the results show moments of intersubjectivity based on negotiation and transformation of meanings. Finally, five interrelated dimensions in collaborative learning according to the perspective

Though there are many programs that work to increase students’ social and emotional competence, the well-being of teachers and how teachers influence the success of students has been somewhat overlooked. This is in juxtaposition with the increasing demands being put on K-12 teachers in our current, high-stakes, standardized testing educational environment. This chapter will report on the findings and implications from a qualitative study of the impact of a mindfulness intervention in a Graduate Educational Research course for twenty in-service K-12 teachers. The main goal of this study is to expand secondary education teachers’ understanding and experience with contemplative practices, including reflective writing and mindfulness meditation, in order to improve their own and their student’s learning experiences. Support for mindfulness meditation and other contemplative practices helping these teacher-students to deepen their understanding of what it means to be an educator, regulate their emotions, increase their attentional capacities, and create positive habits of mind is provided through the students’ reflections,self-report, and analysis of their academic writing. Further, the “trickle down” effect of these in-service teachers’ training on their classroom environments will be discussed. This chapter will highlight the importance of creating educational environments that teach to the whole person, allowing for deepened understanding of the self, others, and larger communities both inside and outside of academia.

- by Maureen Hall
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- Mindfulness, Social-Emotional Learning

A team of e-learning specialists was assigned the mission to design and develop seven short e-learning modules for young learners on popular topics with a prime focus on social-emotional learning. However, these courses had to be produced on a limited budget, hosted in a Moodle platform, and be delivered for free in asynchronous only mode. Hence, a playful method of meaningful storyfication was applied in e-learning to captivate attention and spark interest. In each module, a fictional story or metaphorical challenge with playful elements was introduced where learners were invited to assist the story’s protagonists or become the heroes themselves by engaging with content. As the role of teachers is vital for the adoption of technology-based solutions in education, a mixed method evaluation was undertaken to assess the effectiveness of the method. Forty-two educators reviewed the courses, answered a questionnaire and participated in interviews. Results indicated that participants highly appreciated the narrative aspects, visual, and auditory elements rendering the e-learning courses effective for the target audience. This article can assist educators, distance education designers and developers to adopt a playful mindset and learn how to integrate practically storytelling elements into their classroom-based and online teaching.

- by Stylianos Mystakidis
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- Education, Instructional Design, Educational Technology, Animation

Educators no longer have the luxury of exclusively focusing on academic standards while neglecting the necessity to intertwine social and emotional competencies into to the curriculum. An examination of existing literature uncovered favorable academic outcomes associated with integrating social emotional learning (SEL) into the educational infrastructure. SEL assists children with developing skills to manage personal emotions, establish prosocial ideals, regulate relationships, build friendships, resolve conflicts and make ethical decisions. Although scholars reported an increased prevalence of social and emotional imbalance among students in rural settings when juxtaposed to urban children, the rural populace hesitate to seek and access assistance due to elevated rates of poverty, limited access to public transportation, difficulty retaining qualified personnel and the cultural stigma associated with receiving mental health support. Thus, school personnel are often tasked with identifying at risk students and dwelling on appropriate measures to assist them with social and emotional problems. Based on a systematic review of selected literature, the following strategies were found to facilitate SEL in rural schools: (1) an evidenced based SEL curriculum, (2) a methodical process to train staff, (3) an intentional partnership with parents and (4) a coalition with wrap around teams. Future research utilizing the outlined strategies to facilitate SEL in rural settings, support the necessity of exploratory research studies to assess the efficacy of the findings.

Purpose - Though the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher’s students and to help her make evidence-based curricular and instructional decisions.
Design/methodology/approach – Inspired by bibliguidance (or bibliotherapeutic) approaches to wellbeing, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and the teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources.
Findings - Results indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students’ SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence.
Practical implications – Biblioguidance approaches to developing SEC in health education and other classrooms are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials.
Originality/Value - In sharing the processes and findings, the authors hope teachers seeking to foster their students’ SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools.

- by Jennifer Banas and +1
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- Adolescent Emotional Health and Behavior, Health Education, Bibliotherapy, Secondary Education

- by Fethi Kayalar
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- Social-Emotional Learning, After School Programs

Toddlers' (21-63 months) use of display rules was investigated during competitive interaction between siblings. The toddlers were judged to show pride when, after winning the game, they drew attention to their achievement. All children, with the exception of three younger siblings (mean age = 23 months), showed pride. Older siblings (mean age = 58 months), however, used display rules significantly more often than younger ones (mean age = 34 months) in order to mask their pride.

- by Nadja Reissland
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- Emotional intelligence, Child health, Media, Brain development

Social-Emotional Learning Research Papers - Academia.edu (original) (raw)