Social Learning Skills Research Articles

Initial Development and Validation of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form

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.

Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist.

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

THE EFFECTIVENESS OF EXISTING PHYSICAL EDUCATION CURRICULUM AT THE DEGREE LEVEL

Study was conducted to assess effectiveness of physical education curriculum at college level in Khyber Pakhtunkhwa. The population consisted twenty-seven physical education teachers and five hundred and thirteen physical education students who selected from nine randomly selected districts. Survey technique was used for collection of required information. Appropriate questionnaire on Likert scale “ranged from very much to Not at all, was developed” and used after pilot testing over sampled respondents from colleges adopting Cronbach Alpha reliability method. The respondents’ responses were analyzed through SPSS. Statistical techniques were used for data analyses. Data have revealed that almost all respondents had agreed upon significance and effectiveness of existing health and physical education curriculum in growth and improvement of personality, good personal habits, and maintenance of physical fitness. But unfortunately, change of social learning skills among students was rejected by concerned population. Study offered significant results in reaching conclusion and extracted suitable recommendations.

Integrating the health.moves.minds. Program into PETE

Using whole child approaches and promoting the development of social and emotional learning skills are educational priorities in today’s K-12 schools. SHAPE America’s heath.moves.minds. program helps school and community personnel address these priorities via movement-based lessons. PETE faculty can address several national standards and competencies by embedding this new curriculum and fundraiser within their existing curriculum while fostering teacher candidates' knowledge and skills to address whole school approaches in their future career settings. This article describes how faculty at one PETE institution has progressively integrated heath.moves.minds. throughout its program.

Collaborative Research Project: Developing and Testing a Robot-Assisted Intervention for Children With Autism.

The present work is a collaborative research aimed at testing the effectiveness of the robot-assisted intervention administered in real clinical settings by real educators. Social robots dedicated to assisting persons with autism spectrum disorder (ASD) are rarely used in clinics. In a collaborative effort to bridge the gap between innovation in research and clinical practice, a team of engineers, clinicians and researchers working in the field of psychology developed and tested a robot-assisted educational intervention for children with low-functioning ASD (N = 20) A total of 14 lessons targeting requesting and turn-taking were elaborated, based on the Pivotal Training Method and principles of Applied Analysis of Behavior. Results showed that sensory rewards provided by the robot elicited more positive reactions than verbal praises from humans. The robot was of greatest benefit to children with a low level of disability. The educators were quite enthusiastic about children's progress in learning basic psychosocial skills from interactions with the robot. The robot nonetheless failed to act as a social mediator, as more prosocial behaviors were observed in the control condition, where instead of interacting with the robot children played with a ball. We discuss how to program robots to the distinct needs of individuals with ASD, how to harness robots' likability in order to enhance social skill learning, and how to arrive at a consensus about the standards of excellence that need to be met in interdisciplinary co-creation research. Our intuition is that robotic assistance, obviously judged as to be positive by educators, may contribute to the dissemination of innovative evidence-based practice for individuals with ASD.

Determining Significant Classification Factors for Senior Learning: A Case Study of Thai Seniors and Social Media Skill Learning

The senior learns in order to have a better quality of life. The challenge of seniors in learning is their learning ability that deteriorates because of age. Suitable management for different types of seniors, so called personalized learning is required. Therefore, this study focuses on determining significant classification factors for classification of seniors which is an important component of personalized learning. In this study, the assumption of personal background and health issue can be used for classifying types of seniors. The decision tree is used for determining significant classification factors and constructing the model. The study is conducted with 75 seniors for social network skill learning. The classification results show that the significant classification factors affecting the classification model of senior learning are age, daily internet time spending, number of applications, memory problem, and education background. The model constructed by decision tree provides 93.33% classification accuracy. Also, the obtained factors are verified by testing with two machine learning methods including artificial neural network (ANN) and K-nearest neighbors (K-NN). The comparison results show that 5 factors provide high classification accuracy for both classifiers, which are 93.33% and 92.00% for ANN, and K-NN, respectively.

The Effectiveness of the NHT Model in Improving Social Skills and Social Studies Learning Outcomes in Primary Schools

This study aims to determine the effectiveness of the application of the NHT model to improve social skills and social studies learning outcomes of grade IV at SDN Kembangan Utara 01. The design of this study uses Quasi Experimental (Nonequivalent Control Group). The research instrument used social skills observation and learning achievement tests. Data were analyzed using quantitative analysis. The results obtained by an average value of 83.86% observation of social skills with a good category. The NHT model of social skills is declared effective because it gets an average percentage score ≥ 76%. Improved learning outcomes based on the acquisition of a normalized gain value with 0.83 high criteria. The NHT model of learning outcomes in the category is quite effective with an average N-Gain value of 74.6%. The conclusion of this study is that the NHT model has proven to be effective in improving social skills and social studies learning outcomes.

A Design Thinking Model Based on Quantitative Electroencephalography in Social Emotional Learning for Attention Deficit Hyperactivity Disorder

ABSTRACTTo design a social and emotional learning (SEL) skills training program for children with attention deficit hyperactivity disorder (ADHD). Quantitative electroencephalography was analyzed, focusing on the strengths and weaknesses in the brain mapping performance (BMP) of children. A total of 305 participants with and without ADHD were recruited. Theta relative power was analyzed using stepwise multiple regression. Twelve brain locations were further predicted using a design thinking model to develop a reasonable prototype via crossover methods. Both strengths and weaknesses were found at the T5 and F7 brain regions in the ADHD group. The Fz region was a well‐defined predictor in both groups. The co‐predictors of both groups were F3 and F4. No comparison was suggested to enhance positive performance in either group of children. The SEL program could be designed based on a good‐fit model of the BMP of these subcomponents of primary brain functions.

Diverse books for diverse children: Building an early childhood diverse booklist for social and emotional learning

Research has indicated how diverse books contribute to a more culturally responsive pedagogy, allowing children to identify themselves in the stories they read and gain an appreciation for others whose lives are different from theirs. Moreover, a sensitive discussion of and critical responses to diverse picturebooks is found to positively influence a child’s social and emotional learning competecies, apart from increasing a child’s cultural knowledge and serving as a catalyst for social justice. This paper is meant to broaden early childhood educators’ repertoire of picturebooks that can be used in the classroom to also include international titles (translated into English from their original languages) and multicultural titles to facilitate affective engagement with these narratives and introduce social and emotional learning skills (self-awareness, self-management, social awareness, relationship management and responsible decision-making). This paper provides a list of diverse books (from the Netherlands, Japan, Lithuania, Spain, Germany, France, Argentina – among others) for students in early childhood (from preschool to third grade) thematically organized across the five social and emotional learning competencies. Strategies such as book-bonding and literacy bags for family engagement will be shared while using the framework of culturally responsive teaching in an early childhood setting. Recommendations for how family members can be more involved are included, along with critical literacy strategies that include conversations, multiple perspectives and the sharing of authentic experiences.

Multirater assessment of young children's social and emotional learning via the SSIS SEL Brief Scales – Preschool Forms

Interest in social and emotional learning (SEL) skills is growing rapidly with all 50 states adopting SEL standards for preschool children. However, data on these types of skills for young children are limited due to a paucity of psychometrically-sound assessments. Further, most available assessments are lengthy and minimally aligned with widely used SEL frameworks such as the model proposed by the Collaborative for Academic, Social, and Emotional Learning (CASEL). Thus, the current study focused on the development of valid and time-efficient rating scales of young children's SEL skills using teachers and parents as informants. We used item response theory to select items from the SSIS Social Emotional Learning Edition (SSIS SEL; Gresham & Elliott, 2017) using the national standardization sample of the measure. We then examined initial evidence of score reliability, validity, and fairness for the SSIS SEL Brief Scales – Preschool Forms resulting from this process. Results provide initial evidence for score reliability, validity, and fairness for both the Teacher and Parent versions of this measure.

Mobile Application for Behavioral and Social Skills Learning for Autism Children using Facial Expression Recognition

Mobile Application for Behavioral and Social Skills Learning for Autism Children using Facial Expression Recognition

Cambio consciente y hábitos de aprendizaje

Se analiza la consciencia y las experiencias aprehendidas que pasan al inconsciente transformándose en hábitos. Las metáforas estructurales (lingüísticas) son un atajo para comprender el entorno y el intercambio comunicacional. Existen aspectos de la neuroplasticidad relacionados con el cambio de hábitos sociales y la manera en que la estructuración de patrones conductuales constantes se refleja en zonas del cerebro donde se detectan conexiones sinápticas que manifiestan cambio. En los procesos de percepción que configuran la consciencia intervienen patrones sociales que la determinan reforzando la idea de que el aprendizaje de habilidades sociales se fortalece gracias a la repetición de conductas.

A Case Study on Unplugged Cooperative Learning for the Social Skill and Algorithm Learning of Intellectually Disabled High School Students

A Case Study on Unplugged Cooperative Learning for the Social Skill and Algorithm Learning of Intellectually Disabled High School Students

General Music Learning Is Also Social and Emotional Learning

The purpose of this article is to highlight the relationship between general music and social and emotional learning. Social and emotional learning involves a set of social, emotional, behavioral, and character competencies that are essential to success in school, in the workplace, within relationships, in the community, and in life. Music teachers are uniquely positioned to help students become more socially and emotionally competent while simultaneously developing the skills outlined in the general music curriculum. Many general music program activities reinforce and help students understand the concepts of self-management, self-awareness, responsible decisionmaking, relationship skills, and social awareness. Activities such as improvisation, ensemble playing and singing, and defining emotions with music can be used to develop social and emotional learning skills in the general music classroom. The primary objective of this article is to help general music teachers understand that general music learning environments naturally lend themselves well to aiding in these efforts.

Childhood protective factors and a prevention program reduce later problem behaviors

Prior research has yet to elucidate how constellations of protective factors in childhood and prevention efforts simultaneously may influence youth involvement in problem behaviors across different points in development. The current study examines how latent classes of social and emotional learning (SEL) skills, parent-child relationships, and peer influences in third grade and receipt of an ongoing SEL intervention predict substance use and violence in fifth and eighth grade. The urban, predominantly low-income, sample (N = 1169) was nested in 14 schools that were randomly assigned to the Positive Action program or business-as-usual. Membership in a latent class reflecting protective childhood factors predicted less substance use and violence in fifth grade; however, the SEL program predicted less substance use and violence in eighth grade. Findings generally support that SEL interventions can successfully target and boost developmentally appropriate positive behaviors and can prevail over initial risk factors with enough time and exposure.

How do high school teachers cultivate students’ social and emotional learning skills?

How do high school teachers cultivate students’ social and emotional learning skills?

Social and Emotional Learning in the age of virtual play: technology, empathy, and learning

Purpose Empathy is part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL fosters the understanding of others’ emotions, is the basis of Theory of Mind skills and frames the development of empathy. The purpose of this paper is to trace the links between empathy development and social and emotional learning when using real versus virtual environments. Empathy is a uniquely human emotion facilitated by abstract thinking and language. Virtual play is a teaching tool for acquiring prosocial behaviors. And finally, human-mediated (traditional and virtual) play is most favorable for SEL growth. Recognition of emotions such as empathy and other socio-communication skills have been taught to children with Autism Spectrum Disorders (ASD). Therefore, technology can be a venue for acquiring empathy. Design/methodology/approach This paper uses a qualitative interpretive methodology to advocate for the use of technology with human mediation to teach Social and Emotional Learning skills, based on the premise that cognitive and social-emotional development occurs synergistically and mediated by speech and interaction with the environment. Findings Technology is best seen as an instrument of assessing and teaching socio-emotional skills, but not as the only means to an end, because what makes us human can only be taught within an ecology of human interaction in real-life situations. Originality/value This paper reviews previous research works (both empirical and theoretical) that bring to light the connection between socio-emotional development, specifically empathy development, and virtual environments.

KETERAMPILAN SOSIAL SISWA KELAS V SDN 009 GUNUNG TOAR MELALUI PEMBELAJARAN SAINS FISIKA DENGAN PENERAPAN STRATEGI THINK TALK WRITE

This study aims to describe the results of learning social skills sisawa in science learning physics with the implementation of learning strategies Think Talk Write (TTW) on students of grade V SDN 009 Gunung Toar. The subjects of this study were students of class V, which amounted to 26 students. The data collection instrument is a social skills observation sheet consisting of 5 indicators of attitude. From the analysis result, we get the description about the students social skill that is the indicator is in the task of taking turns in sharing task and listening actively categorized high, while the indicator encourage participate and ask is categorized being. Overall social skills categorized high that shows that the learning strategy of Think Talk Write effectively train the social skills of students SDN 009 Gunung Toar.

An exploration of normative social and emotional skill growth trajectories during adolescence

Empirical evidence supports the importance of Social and Emotional Learning (SEL) skills in school and life success. However, no study to date has documented growth trajectories of these critical skills during adolescence. This study examines longitudinal growth trajectories of self-awareness, self-management, responsible decision making, and relationship skills (creating relationships and relationship quality) using data from the 4-H Study of Positive Youth Development, a diverse sample of over 1500 United States youth beginning at age 10 and following them to age 18. Findings suggest that during adolescence (1) SEL component skills follow differing, often nonlinear trajectories and (2) these trajectories differ for males and females. This tracking can inform a foundational understanding of adolescent social and emotional development and highlights the need for more attention to normative growth patterns and variation by skill to inform future studies and interventions.

‘Rings on the water’: examining the pedagogical approach at a football program for detained youth in Sweden

Studies indicate that sport within youth institutional settings can be beneficial (e.g. learning social skills) or problematic (e.g. social exclusion) depending on how they are structured, delivered and, ultimately, experienced by students. In this article, we examine the experiences of students and staff in an educational sport program at a Swedish all-male youth detention home (ages 16–20) in order to increase understanding of the pedagogical approach of a sports-based program for detained youth. Drawing on interviews with both students and staff, we identify and elaborate four aspects of the program—building a pedagogical platform, ‘seeing’ and meeting students, creating a supportive environment, and thinking beyond the institution—that were collectively represented to initiate and guide a process of growth and change for students. We discuss how these aspects of the program’s pedagogical approach, in contrast to deficiency-based approaches, can provide a useful framework for delivering sport in ways that can benefit detained youth and other young people in socially vulnerable situations.