Social Emotional Learning Skills Research Articles

The Mediator Role of Social-Emotional Learning Skills in the Relationship Between Depression and Mental Well-Being

Well-being is a multifaceted concept encompassing a broad spectrum of dimensions, including mental well-being, which has been an appealing area of study for scholars from different parts of the world. The current study aims to explore the relationship among depression, social-emotional learning skills, and mental well-being in a conveniently selected sample of college students. The sample consisted of 237 public school undergraduate students, of whom 151 (63.29%) were women. The results indicated that social-emotional learning skills partially mediated the relationship between depression and mental well-being. The findings show that social-emotional learning skills pose a protective factor against lower levels of mental well-being occurring as the result of depressive symptoms. The overall model explained 32% of variance in mental well-being. Findings were discussed in the light of the relevant literature. Through synthesizing current literature knowledge and results derived, this study aims to provide a foundation for further research and practice that promotes mental well-being.

Examining the Relationships between Career Development, Daily Life Decision Making and Social Emotional Learning Skills of Middle School Students

This presented research has three purposes: The first purpose of this study is to examine the power of middle school students' social emotional learning and daily life decision-making skills together as a predictor of their career development. The second purpose is to examine the career development of middle school students according to gender. Third purpose is to examine the career development of middle school students according to targeted high school type. The research group consisted of 263 middle school students (141 female, 116 male, 6 unknown). These students were studying in 3 middle schools in the center of a large city in the northwestern part of Turkey and their ages ranged between 10-15 (X̄=12.31; sd=1.07). The research data were collected by applying the Chilhood Career Development Scale, Social Emotional Learning Scale for Adolescents, Daily Life Decision Making Scale and Personal Information Form. The research data were analysed using multiple linear regression analysis, t test, and one-way ANOVA. The research results showed that middle school students' social emotional learning and daily life decision-making skills scores together accounted for a significant proportion of the variance 0.19% of the career development scores of middle school students. The results showed that the career development score mean of students targeted Anatolian high school were higher than those aiming for science high school and vocational and technical high school. There was not significantly differences in career development scores of the students according to gender. The research results were discussed based on the relevant literature, provided important implications for the theoretical and practical literature on career development, social emotional learning and daily life decision-making skills and suggestions were presented for future theoretical and practical research.

STRYV365 peak team and Brain agents: teacher perspectives on school impact of a trauma-informed, social-emotional learning approach for students facing adverse childhood experiences.

Adverse childhood experiences (ACEs) have a profound impact on children's and adolescents' academic performance and overall wellbeing. In contrast, positive childhood experiences help mitigate the negative effects of ACEs on health and wellbeing. Trauma-informed and social-emotional learning (SEL) programs in schools may address these impacts, with school staff playing a pivotal role in ensuring their success and influencing school outcomes. This study aimed to assess the strengths, weaknesses, and areas for improvement in the STRYV365 peak team and Brain Agents programs. The aim was to refine program implementation and determine the preliminary effects on students, teachers, and the broader school environment. To achieve this goal, four focus groups were conducted after the program concluded, involving 17 school leaders, administrators, and teachers from four urban schools serving students in fifth through ninth grades. The audio transcripts were professionally transcribed and analyzed by four co-authors using Dedoose for inductive coding, leading to the identification of major themes and subthemes. Three key themes were identified from transcripts: school-wide perspectives of STRYV365 programs, strengths and impacts of STRVY365 programs, and suggestions for program improvement. School staff noted that the peak team was particularly engaging for students, helping them develop SEL skills and foster both peer-to-coach and peer-to-peer relationships. Additionally, the STRYV365 programs were found to enhance student-teacher relationships and staff relationships. Teachers expressed strong interest in taking a more active role in future programming. Overall, this study highlights the importance of teacher and administrator involvement in maintaining consistent SEL activities for urban youth. The findings also suggest that short-term, 4-week SEL programs can have a positive effect on school culture, as well as on student-teacher relationships and teacher-teacher relationships.

Identifying what social emotional support first-year engineering students need to overcome setbacks in lab settings: a case study

ABSTRACT Engineering has high attrition rates in the United States, especially in underrepresented subpopulations in the first year of undergraduate study. An important component of combatting attrition is better understanding what social emotional supports are needed to retain students. In this case study, five first-year engineering students were interviewed across three semi-structured sessions. Transcripts were thematically analysed using the framework developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) to identify what social emotional learning (SEL) skills and forms of support are needed to overcome setbacks. Students shared that applying emotion regulation skills to manage frustration and relying on relationship skills to ask for help facilitated overcoming setbacks. Analysing the skills described and the desired supports students expressed within the context of the SEL framework provides a way to categorise and discuss how instructors can practically support their undergraduate engineering students in the classroom to better retain them.

Digital Active Learning Strategies in Blended Environments to Develop Students' Social and Emotional Learning Skills and Engagement in Higher Education

ABSTRACTThe COVID‐19 pandemic has led to a shift towards online and blended learning; however, most students and faculty members still report more challenges in online courses regarding social interaction and engagement. This paper aimed to design an interactive blended course following Merrills' first principles of instruction model to develop students' social and emotional learning skills and engagement in higher education. A mixed‐method design, including questionnaires and interviews, was used with a sample population which consisted of 90 graduate students and divided into two groups, an experimental and a control group. The results showed that there were statistically significant differences between the experimental and control groups in‐terms of social–emotional learning skills and students' engagement due to the high perception of the experimental group. The findings also revealed that the most dominant social–emotional learning skills that appeared to be supported by applying these strategies from the students' point of view were self‐awareness and social awareness. The study also found that instructor presence, effective course design and appropriate use of technology significantly influenced students' engagement.

Planning with Purpose and Intent: Designing Lesson Objectives and Assessments to Embed Social Emotional Learning in Elementary General Music

Social Emotional Learning (SEL) is a topic of growing interest and relevance to music educators, particularly those who teach elementary general music. While there are natural connections between music education and SEL, the incorporation of SEL into a music curriculum must be done with purpose and intent. Many elementary general music teachers struggle with purposefully embedding SEL into their existing curricula, due to factors such as a lack of time, relevance, and inadequate preparation. In this article, elementary general music teachers will discover ways to design lesson objectives and assessments that purposely embed SEL skills with musical outcomes to support the social, emotional, and musical development of all students in their classroom.

A Study of the Integration of Patriotism and Social Emotional Learning Skills in Primary Chinese language Textbooks

This paper explores the integration of patriotism education and SEL in primary school language textbooks, analyses SEL resources in primary school language textbooks, and points out the limitations of integrating SEL education in the current primary school language classroom based on the analysis of classroom videos. The study found that the content of patriotism education in language textbooks is closely related to the five core competencies of SEL and can effectively promote students’ SEL development. However, in classroom practice, teachers’ understanding and use of SEL are still inadequate, leading to problems such as generalised assessment of affective attitudes, lack of inspirational questioning style, and insufficient student subjectivity. This paper suggests strengthening the training of teachers’ SEL teaching ability, improving the questioning method and enriching the form of homework, so as to promote students’ better development of SEL ability in language learning, and to lay the foundation for cultivating future talents with a sense of social responsibility and civic awareness.

Infused Social Emotional Learning (SEL) Skills in Oral Communication Tasks

Infused Social Emotional Learning (SEL) Skills in Oral Communication Tasks

The Effect of Sustainability Educational Game Activities Supported by the Social-Emotional Learning Program on the Social-Emotional Learning Skills of Young Athletes

The Effect of Sustainability Educational Game Activities Supported by the Social-Emotional Learning Program on the Social-Emotional Learning Skills of Young Athletes

Programs Promoting Physical Activity and Social-Emotional Learning for Adolescents: A Systematic Literature Review.

Social-emotional learning (SEL) and physical activity (PA) are beneficial for adolescent development. This review aims to describe educational programs that promote SEL and PA simultaneously among adolescents. A search was conducted using electronic databases in 2023 (eg, PubMed, Web of Science, PsycINFO, ERIC) eliciting 5226 articles. Studies were included (n = 5) if they: (1) evaluated a program that promotes both SEL and PA among adolescents; (2) included adolescents aged 10-19 years old; (3) reported outcomes related to SEL and PA; (4) used a quasi-experimental or experimental design; (5) were published in English within the last 25 years. Results were mixed, with some studies showing impacts on both SEL skills and PA, while others showed benefits for SEL only. Across different programs and measures, integrative SEL and PA interventions demonstrated modest effects, indicating potential but highlighting the need for more research on optimal implementation to improve adolescent well-being. These studies highlighted the importance of combining SEL with PA during in-school and out-of-school settings.

A Model for Explaining Digital Addiction in Adolescents: The Role of Self-Perception, Social-Emotional Learning, Adolescent-Parent Relationship and Peer Relationships

Objective: This study was aimed at examining the levels of digital addiction in adolescents with a regression model created with self-perception, adolescent-parent relationships, peer relationships, and social-emotional learning (SEL) skills. 
 Method: The participants consisted of 504 high school students. The data were obtained through the Personal Information Form, the Digital Addiction Scale, the Adolescent-Parent Relationships Scale, the Friendship Quality Scale, the Self-Perception Scale, and the Social and Emotional Learning Scale. 
 Results: Self-perception, adolescent-parent relationship, and SEL skills were significant predictors of adolescents' digital addiction levels, while the peer relationships was not. Additionally, the regression model explains approximately 27% of the total variance of digital addiction in adolescents.
 Conclusion: The ability of digital platforms to compensate for negative self-perception during adolescence, coupled with inadequate SEL skills, may hinder adolescents from forming satisfying real relationships with themselves and their environment, ultimately increasing their levels of digital addiction. In families without satisfying relationships with parents where there is no positive, warm, supportive, and safe climate, this may cause digital addiction in adolescents.

Investigation of Secondary School Students’ Social-Emotional Learning and Friendship-Making Skills in Terms of Various Variables

Social and emotional development is the child’s ability to express himself, establish relationships, recognize himself, adapt to his social environment, and restrain his emotions. Because of this situation, developing children’s social and emotional learning skills is important in increasing their academic success, improving their friendship-making skills in the social environment, developing positive peer relationships, and improving the relationships established in the family environment. This research also aims to examine the social-emotional learning abilities of secondary school students, their friendship making skills with age, gender, classroom, daily phone and computer usage time, and their ability to use digital technologies variables. A sampling of this research’s universe (n = 415) and sample (n = 380) were students studying in seventh and eighth grades at secondary schools in the Kartal district of Istanbul. In this research using the correlational survey model, the data was analyzed in three stages. İt has been determined with a descriptive relational/related model found that social and emotional learning levels increased and that male students had higher social-emotional and relationship-making skills than female students; less daily phone use was higher than students with high social-emotional and friendship-making skills. Finally, secondary school students are becoming more and more able to relate as the level of social-emotional learning increases. Research improving the status of students at a disadvantage in social and emotional learning in this regard will offer positive contributions to developing their relationship skills.

Social-emotional learning profile of junior high school students in Java

Social-emotional learning is an essential aspect of an individual’s development. Thisresearch aims to determine the profile of social-emotional learning and differences in social-emotional learning scores based on gender and grade level among junior high school students in Java. This research uses a quantitative approach with a comparative research type. The sample in this study was 2036 junior high school students on the island of Java. The data collection technique in this research used a social-emotional learning scale, which was tested for validity and reliability using the RASCH model. Data analysis techniques were carried out using descriptive statistics and the ANOVA test. The results show that the majority of junior high school students in Java had a high score in social-emotional learning (N=65.4%), and only 0.1% of students categorized indeficient. Students' social-emotional levels were not influenced by gender or grade level. The self-management aspect had the lowest score, and the self-awareness aspect had the highest score in social-emotional learning. It is hoped that the results of this research can provide an overview of the conditions of social-emotional learning in students and become a reference for the development of social-emotional learning program in schools.Guidance and Counseling teachers can improve the lowest aspect of social-emotional learning through various techniques and methods so students can have good social-emotional learning skills in all aspects. Future research needs to explore the factors that influence high levels of SEL in students and expand the research sample to obtain broader generalizations.

Testing a social cognitive model of career self‐management with Turkish undergraduate students

AbstractThis study investigated the direct and indirect associations between social–emotional learning (SEL) skills, career decision self‐efficacy (CDSE), vocational outcome expectations (VOE), and career engagement (CE) within social cognitive career theory (SCCT) in a sample of Turkish university students. Junior and senior students (N = 460) completed the Social–Emotional Learning Scale‐Young Adult Form, the Career Decision Self‐Efficacy Scale‐Short Form, the Vocational Outcome Expectations Scale, the Career Engagement Scale, and the Demographic Information Form. Data was collected during COVID‐19 lockdowns in 2021. The results of a multiple serial mediation model indicated that higher SEL skills were related to higher CDSE and VOE, and, in turn, to CE. Overall, the results show that SCCT provides a promising framework for identifying predictors of CE, self‐directed career management behavior, in young adults during the transition from school to work. These findings have implications for theory, research, and practice by identifying potential influences on CE during COVID‐19.

The Predictors of Academic Motivation of University Students During COVID-19 Pandemic

Given the salience of personal and environmental-related factors in young people’s motivation during COVID-19, this study investigated if positive future expectations, social-emotional learning (SEL) skills, and perceived social support were related to university students’ intrinsic and extrinsic academic motivation and amotivation as well as if their academic motivations differed according to gender. Using a convenient sampling method, 805 university students (54% female) participated in the study in the spring semester of 2020-2021, during COVID-19 lockdowns. The results of multiple linear regression showed positive relations of positive future expectations and SEL skills with intrinsic and extrinsic academic motivations and negative relations with amotivation levels of university students. In addition, the results indicated a significant positive relationship between perceived social support and extrinsic motivation, yet no significant relation between intrinsic motivation and amotivation levels. Moreover, female students' intrinsic and extrinsic motivation levels were higher and their amotivation levels were lower than those of male students, with low effect sizes. The findings pointed to theoretical, research, and practical implications, which could be interpreted in a cultural context during COVID-19.

The Effect of the Socio-Emotional Learning for Professional Development (SEL-PD) Program on Turkish Preservice Teachers’ Knowledge and Practices

The use of socio-emotional learning skills in the classroom is one of the most important teacher competencies. Therefore this study aimed to examine the change in early childhood pre-service teachers’ professional perceptions, knowledge and skills throughout the Socio-Emotional Learning for Professional Development Program which was developed to provide support for pre-service teachers. The sample of this qualitative study consisted from 25 early childhood pre-service teachers whom selected through criterion based purposeful sampling. They met the criterion of completing the School Experience Course and having ongoing teaching practice at a kindergarten with 3-6 year old children. Data collected through Demographic Information Form and Structured Interview Form. Structured interview form include questions regarding participants’ perceptions on teachers’ professional development, emotion socialization responses, their interaction with children and the program outputs on their professional development. The findings showed that pre-service teachers’ perceptions and practices towards professional development and socio-emotional learning have been changed positively after the program implementation. Besides, their emotional awareness and emotion socialization skills have been improved. It is revealed that this changes also improved their classroom practices that they displayed more social emotional learning skills and less negative emotion socialization behaviors during their classroom practices. Findings were asserted concerning the importance of pre-service teacher training in terms of acquiring socio-emotional learning.

Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework

Despite the known benefits of social-emotional learning (SEL) for children, evidence-based, culturally sensitive, and multisensory SEL programs are limited. To address existing challenges in SEL for underprivileged youth, we developed the multicomponent B.E. M.Y. F.R.I.E.N.D. (BMF) framework that capitalizes on (1) cultural tailoring to foster acceptability, (2) tools and strategies to build healthy habits, (3) parental engagement using the Child-Mediated Health Communication Model, (4) social engagement of teachers via peer interaction during learning experiences, and (5) multisensory learning. Each letter (component) of the BMF stands for a unique SEL skill. To test the BMF framework, we developed a proof of concept (POC) focused on one component of the BMF—mindfulness and gratitude SEL (M-letter). The POC includes a description of immersive and interactive multimedia modules with tailor-made music, digital games, cartoons, and booster activities. The outcomes from the POC will inform the development of fully powered randomized studies of each component of BMF and, ultimately, the implementation and dissemination of the entire BMF program. The Multisensory Multilevel Health Education Model (MMHEM) guided the design of the program. In the POC, we used a learning management system (LMS) platform to facilitate program scalability. The modules encompassed culturally and age-relevant real-world examples and were digitized and integrated with traditional learning approaches. This article presents qualitative and quantitative data evaluating feasibility, preliminary acceptability, and preliminary outcomes from the mindfulness and gratitude modules (letter “M” of the BMF). The studies were conducted with 4th and 5th-grade students (Studies 2–4) attending a New York City public school-affiliated after-school program in the Bronx and Queens and their teachers (Study 1). Study #1 presents the focus group data on teachers and principals; Study #2 shows the focus group data on minoritized students; Study #3 presents data from the pilot testing of study-specific outcome measures; and Study #4 presents data on the preliminary efficacy of the BMF mindfulness and gratitude modules using a within-subjects repeated measures pre-posttest study design. Results suggest that the “M” component (mindfulness and gratitude) of the BMF framework is feasible and highly engaging among minoritized children, with high acceptability among teachers and students. We also found a positive impact of the intervention on measures of gratitude and life satisfaction (preliminary efficacy).

The Mediating Effect of Social Emotional Learning between Relationship on Basic Psychological Needs and Technology Addiction

This study was aimed at testing the hypothetical model, which included technology addiction, basic psychological needs, and social emotional learning skills (SEL). The study also examined whether there is a mediating effect of SEL in the relationship between basic psychological needs and technology addiction. For this purpose, data were collected from a sample of 592 participants [424 (71.6%) females and 168 (28.1%) males] aged between 18 and 27 years. Demographic Information Form, Basic Psychological Needs Satisfaction and Inhibition Scale, Social Emotional Learning Scale-Young Adult Form (SELS-YF), and Technology Addiction Scale (TAS) were used to collect the data. Equation Modeling (SEM) was used to analyze the data, and the results supported the hypothetical model. There was a negative correlation between technology addiction and the satisfaction of basic psychological needs and SEL. There was a positive correlation between the satisfaction of basic psychological needs and SEL. Another finding was that SEL indirectly effected the relationship between satisfaction of basic psychological needs and technology addiction. In addition, the model explained about 14% of the total variance in technology addiction.

Leveraging Recess and Physical Education to Promote Social–Emotional Learning

Recess is ideal for students to accumulate recommended physical activity minutes and work on social-emotional learning skills. However, many students fail to meet national physical activity guidelines, and recess is often withheld from students for a myriad of reasons, including behavioral issues. Helping students build social-emotional skills and providing opportunities to utilize skills at school can help them succeed in school and their future careers. Furthermore, teaching students low organized, student-initiated games provides students with activities they can use at recess, which may keep them more physically active. Thus, the purpose of this article is to share how one physical educator implemented a recess unit into physical education to (a) work on students’ social-emotional learning skills, particularly those needed in gameplay, (b) introduce games that can be played at recess, and (c) how to evaluate recess before and after a recess unit. The article will share games, social-emotional skill-building activities, and evaluation tools. As a physical educator, you can build social-emotional skills and teach recess games with physical education. These efforts can potentially improve the school recess environment from a behavioral perspective and increase students’ physical activity time.

The Relationship of Reward Addiction and Punishment Sensitivity with Social and Emotional Learning Skills in High School Students

The purpose of the study was to analyze the relationship between Social Emotional Learning skills, which emphasize the effect of school on students' social and emotional problems, and the sensitivity created by the use of reward-punishment in educational processes on students. The present research was designed in accordance with the relational survey model, one of the quantitative research designs. The sample of the research consists of 818 high school students who continue formal education in a province located in the Marmara Region, Turkey. Personal information form, punishment sensitivity scale, reward addiction scale, and social emotional learning scale were used to collect data. In the analysis of the data, pearson correlation coefficients were determined and tested by path analysis by establishing a structural equation modeling with latent variables. Secondly, multiple regression analysis was conducted while investigating the effects of students' levels of reward addiction and punishment sensitivity on their social and emotional learning in the academic context. When the relationships between reward commitment in the academic context and sensitivity to punishment in the academic context were examined, low and moderate relationships were found between the sub-dimensions of both variables.