Social Emotional Learning Research Articles

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.

Relationships between autistic traits, self-efficacy, and internalizing symptoms in a nonclinical sample of Indian early adolescents.

Having more "autistic traits" is associated with an increased risk of mental health conditions. However, few studies have examined autistic traits in nonclinical samples. This study aims to analyze the relationship between autistic traits and internalizing symptoms among early adolescents and to examine the moderating effect of self-efficacy. Survey data were collected from early adolescents ages 10-14 living in Darjeeling, India (n=274) to assess autistic traits, self-efficacy, and internalizing symptoms. Higher internalizing symptoms were significantly associated with a higher report of autistic traits. Academic, social, and emotional dimensions of self-efficacy moderated the relationship between autistic traits and internalizing symptoms. The moderation effects between social and emotional self-efficacy among youth with high versus low autism trait scores suggest the need for social-emotional learning interventions designed for and with neurodivergent youth. Such interventions aim to reduce internalizing symptoms during early adolescence and improve future mental health trajectories.

Social Emotional Learning in ELT: Opportunities and Challenges

Social Emotional Learning in ELT: Opportunities and Challenges

대학 인성교육의 방향과 과제

The purpose of this study is to examine the concept and meaning of character education, and then to find the possibilities and limitations revealed during the development and operation of 『Theory of Character Education』 as a liberal arts course at S University, and to suggest its own outlook on the direction of development of character education in universities. To this end, the contents of 『Theory of Character Education』 and the development process of teaching materials were examined in detail, and then the actual conduct of character education classes, teaching methods, and evaluation processes were critically reflected. In this study, character education was reconceptualized as “humanity education” in the sense of “education that cultivates human beings as human beings”. This conceptualization suggests that character education embraces the individual and the community, embodying the spirit of autonomy, caring, and solidarity that education strives for, and ultimately contributing to the development of humanity. As the case studies clearly demonstrate, university character education should also contribute to individual self-realization and community development. From an individual perspective, university character education needs to include “Mom” education, which includes the preservation and development of a healthy body and sex education; mind education, which aims to foster healthy emotions and morality; and intellectual education, which focuses on fostering wisdom and creativity. From a community perspective, university character education should be expanded to include basic order education, civil and civic education to foster dialog and communication skills, and global citizenship education to foster interculturalism or global citizenship. In line with the content of character education, the methodological principles of character education need to be established based on the two pillars of fostering subjectivity and citizenship. In a democratic society, each individual should develop their own subjective capabilities and strengthen their civic capabilities as a member of the community. As the healthy social development of students is emerging as an important element of college character education, it is necessary to actively consider social-emotional learning (SEL) in the future.

Role of Social-Emotional Learning (SEL) in Student Academic Outcomes of Jordanian Public Universities

Objectives: Well-being-centered teaching approaches, including social-emotional learning, have recently gained a prominent global position due to their close association with developing the educational climate and their reflection on students’ academic outcomes. Accordingly, this research explores the role of social-emotional learning in students’ academic outcomes in Jordanian public universities. Methods: Data were collected using a comprehensive survey that included 10 Jordanian public universities. The study sample consisted of 541 students from different majors and degrees in those universities. The research followed an analytical approach based on structural equation modeling (SEM) to verify the validity and reliability of the measurement model, in addition to testing the hypotheses. Results: The research concluded that all dimensions of social-emotional learning positively affect students’ academic outcomes, especially self-management, which achieved the highest impact factor. Conclusions: The research provided a set of practical implications for educational policymakers in Jordan based on developing workshops and training courses that enhance the ability of faculty members to follow an approach focused on addressing behavioral and emotional aspects, in conjunction with developing students’ cognitive skills. This research contributes theoretical importance to developing frameworks for the development of educational development in developing countries. Moreover, it provides reliable empirical evidence for developing the global education system to achieve student well-being and improve the quality of education.

Change in Teacher-Student Relationship Quality during a Tier-One Character Education Intervention

The rise in students’ mental health struggles and declining rates of prosocial behavior in schools has resulted in increased attention on the social, emotional, and behavioral aspects of schooling. Within the broader category of social-emotional learning, character education includes a focus on students’ intrinsic values and ways of thinking related to achieving their goals and developing personal relationships. One increasingly popular, yet under-researched, character education program for school-aged students is the Positivity Project (P2). The P2 program is a universal professional development intervention focused on the 24 unique character strengths from positive psychology. The purpose of the current study was to implement a quasi-experimental design to examine the association between teachers’ use of P2 and changes in teacher-student relationship quality. Results suggested significant effects, with increases in closeness and decreases in conflict, yielding moderate effect sizes. Implications for practice and research are discussed.

The Importance of Social-Emotional Learning in Schools

The Importance of Social-Emotional Learning in Schools

Social Emotional Learning in Teacher Education: Biographical Narrative as a Method for Professional Development

Social emotional learning (SEL) of teachers is crucial both to teachers and their students. Thus, teachers’ professional development should focus on cognitive, emotional, and social skills in order to promote teachers’ identity formation. Teacher professional development is a life-long process that begins in teachers’ education. The Biographical Narrative, the story about our lives, was chosen as a method with the potential to promote SEL. Eighteen preservice teachers participated in a workshop focusing on emotional and social skills as part of professional development and shared their Biographical Narrative with the group. Data from the reflections of 12 participants were collected and analyzed qualitatively. The purpose of the study was to understand preservice teachers’ perceptions about their professional development, and the contribution of the Biographical Narrative to the social emotional learning of the tellers, the listeners, and the group. The findings revealed that the participants related to cognitive, emotional, and social aspects of development. The developmental process occurs throughout all stages of the method—planning, performance, and reflection. In addition, the Biographical Narrative influenced not only the tellers, but also the listeners and the group. Implications are discussed regarding teachers’ professional development as preservice teachers and as teachers in their work in schools.

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

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

Enhancing outcomes: Culturally adapted social-emotional and behavioral interventions for rural black elementary learners at risk.

Educators are responsible for supporting positive school experiences for all students, including those with or at risk for emotional and behavioral disorders (EBD). Students with or at risk for EBD experience multiple negative outcomes impacting their school years, and these negative outcomes extend past graduation. Social and emotional learning programs are being used by schools to build students' competency in areas designed to help them successfully manage the school environment and life in general. However, studies have not provided evidence that universal social-emotional learning (SEL) programs are effective for Black students. This study provides data on the efficacy of an intervention package comprised of the Strong Kids SEL Program and a Tier 2 culturally adapted check-in/check-out (CICO) with Black students in a rural district in an underserved community. Cultural adaptations presented for the SEL curriculum were based on developers' recommendations and teacher feedback from prior studies and incorporated focus groups. Behavior management support in the form of a culturally adapted CICO was provided to participants exhibiting externalizing behaviors disruptive to the learning process. Results indicated a functional relation between the intervention package culturally adapted (SEL + CICO) and a decrease in student rate of externalizing behavior and strong social validity across teachers and students. Hierarchical linear modeling showed a statistically significant decrease in externalizing behavior from baseline to intervention phases, with data suggesting the moderator of grade-level explained variability in the effectiveness of the intervention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Cultural adaptations to social-emotional learning programs: A systematic review.

Social-emotional learning (SEL) programs offer critical opportunities to promote the development of students' social and emotional competence and well-being. Yet, the landscape of how adaptations are being made to effectively serve all students is unknown. This systematic review examined cultural adaptations to SEL programs and the extent to which they were associated with positive outcomes. Included studies were (a) peer-reviewed empirical studies or dissertations; (b) conducted in PreKindergarten through 12th grade school settings in the United States; (c) available in English; and (d) included a cultural adaptation to an SEL program. Five electronic databases were searched in January 2023. Included articles were coded to extract information regarding the types, purposes, and associations with student outcomes and cultural adaptations to SEL programs have. A total of 11 studies (eight published studies and three dissertations), including 5,173 students, met the inclusion criteria. Results demonstrated most studies used surface- and deep-level adaptations for adapting SEL programs to a specific racial/ethnic group and/or a geographical region. In general, there were mixed results in terms of effectiveness when examining effect sizes and other statistical analyses of the adaptations on student outcomes. However, most studies found high acceptability and/or feasibility in relation to the adaptations. Implications and directions for future research are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Cartoons Influence on Primary School Pupils Towards Violence and Aggression in Niger State

Screen plays, including cartoons, are a crucial part of children's lives, helping to satisfy their energy and keep them engaged both at home and in school. Research has found that aggression and violence are prevalent among primary school pupils, and scholars have called for further investigation into the possible causes of this issue. Biological and personal factors such as family dynamics, fear of abandonment, punishment, sexual assault, and domestic violence have been studied extensively. However, little research has been conducted on the impact of entertainment media, specifically cartoons, on primary school students' aggression and violence. This study aims to fill this gap by examining the influence of cartoons on the attitudes of children towards violence and aggression of primary school pupils in Niger state. The study adopted a descriptive survey design. Purposive sampling technique was adopted in selecting 120 primary school pupils from 12 schools across the three senatorial zones in Niger state. Four research questions were answered and questionnaire was used as instrument for data collection. The quantitative data were analyzed using descriptive statistics and T-test at 0.05 level of significance. The results showed that cartoon had a positive influence on primary school pupils (x ̅ =1.44 on a threshold of 1.50). Also, it was discovered that cartoons affects pupils’ time to focus on productive tasks (x ̅ =1.62 on a threshold of 1.50), among others. The result of the difference between pupils’ reaction to cartoons based on gender showed that there was a significant difference (t = -3.28; df = 248; p<0.05). Also, the result of the difference between the reactions of pupils to cartoon among public and private schools pupils indicated that there was a significant difference (t = 2.70; df = 248; p<0.05). Following these findings, recommendations are made for parents to pay greater attention to presenting their children with carefully chosen cartoons that could have a positive impact on them. For the teachers, it was recommended that they should create a classroom environment that is less conducive to aggressive or violent behaviour so as to curb whatsoever the pupils might have learnt in their respective homes. Pupils are advised to be aware of their attitudes towards aggression and violence and take steps to stop such behaviour among themselves and their peers. Recommendations are made for curriculum planners to incorporate media literacy and social-emotional learning into the curriculum. Policy makers are advised to develop guidelines for media content, invest in research, and provide funding as these would aid in promoting positive attitudes towards aggression and violence among cartoon viewing pupils.

The Effect of a SEL (Social-Emotional Learning) Intervention Program Based on Emotional Regulation and Metacognitive Awareness for Special Education Preservice Teachers Experiencing Adapted Teaching in Mathematics.

This study's aim was to examine the influence of a unique intervention program based on emotional self-awareness and the development of emotional regulation as an important component of SEL combined with metacognitive awareness. Seventy-two third-year preservice teachers participated for one year, tutoring a mathematically challenged student. This intervention was applied to an experimental group where each participant learned to assess his/her emotional state using a special ruler prior to teaching a lesson, and according to the ruler's assessment results, the preservice teacher was assisted by a variety of emotional regulations as well as metacognitive strategies. A control group learned only metacognitive strategies. This study's results indicated that experimental group participants showed notable improvement in cognitive reappraisal post-intervention compared to the control group, which showed no change. For metacognitive awareness, in both research groups, an increase was apparent post-intervention. Nevertheless, a comparison of the effect size of differences between the two measurement points indicated that the experimental group exhibited a greater improvement in metacognitive regulation compared to the control group. A significant positive correlation was found in the experimental group between cognitive reappraisal and metacognitive regulation. Assimilation and training of emotional skills among preservice teachers during training are necessary.

Dilemmas of vulnerability in Indian education NGOs: Neoliberal subjectivity, emotions, and class‐based employment hierarchies in Delhi

AbstractNeoliberal discourse seems to simultaneously demand Delhi's education NGOs to foreground social emotional learning that promotes emotional vulnerability and requires educational leaders to passionately present as “resilient” entrepreneurs who must not let emotions influence their capacity to lead. This article ethnographically analyzes the relational dynamics in these NGOs and argues that the complexity of navigating this subjective neoliberal dilemma reproduces class‐based employment hierarchy in NGO leadership, hindering NGO aims to further social justice.

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

Evidence-Based Social-Emotional Learning Intervention Programs for Preschool Children: An Important Key to Development and Learning

Evidence-Based Social-Emotional Learning Intervention Programs for Preschool Children: An Important Key to Development and Learning

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.

Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children

Social-emotional skills are a growing area of focus for early childhood educators due to their contributions to young children's school readiness and long-term positive outcomes. Current research also highlights the need to confront biases leading to the overestimation of challenging behaviors in racially and ethnically minoritized children. When enacted into policy and practices, biases and overestimation of challenging behaviors result in disproportional, exclusionary disciplinary practices towards children from racially minoritized and economically marginalized backgrounds in early childhood educational settings. Thus, it is necessary to select and implement social-emotional learning interventions that have been designed for or culturally adapted to meet specific needs of children from these backgrounds. In the present study, we uncovered the characteristics of social-emotional learning (SEL) interventions that have been designed or culturally adapted for racially and ethnically minoritized preschool-aged children (ages 3–5 years). Using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines with no restrictions on study dates, we conducted a systematic review of the literature. Our results indicate the implementation of culturally adapted SEL programs among preschool-age children from racially and ethnically minoritized backgrounds is in the preliminary stages with only six studies meeting inclusionary criteria. Overall, children demonstrated improved outcomes after participation in SEL programs. There were significant variations in the SEL curricula used. Frequent types of adaptions included reviewing the program from the original intervention, ensuring that the intervention is delivered in children's home language, and selecting or training qualified implementers.

EduSEL-R – the refined educators’ social-emotional learning questionnaire: expanded scope and improved validity

ABSTRACT Educators’ Social-Emotional Learning (SEL) is crucial for fostering positive, supportive, and effective learning environments. This study seeks to improve SEL assessment among educators by addressing limitations of the previous EduSEL questionnaire. Study 1 established convergent validity by comparing EduSEL with a validated SEL questionnaire. Study 2 focused on expanding the scope of the assessment, by adding new items. In Study 3, exploratory factor analysis yielded a four-factor structure comprising self-management, ethical problem solving, self and social awareness and relationship skills. In Study 4, the five most robust items from each subscale (20 items) were assessed in confirmatory factor analysis, yielding good model fit indices for the four-factor structure, high reliability (α = .92) and adequate convergent validity. To summarise, the EduSEL-R questionnaire exhibits closer alignment with the CASEL framework and encompasses additional SEL competencies. Thus, the current study contributes to the advancement of a comprehensive SEL assessment.

The divide between attitudes and practical implementation of the ‘Preschool of the Future’ model through the lens of Israeli preschool teachers

ABSTRACT This article explores educators’ attitudes towards the ‘Preschool of the Future’ reform in Israel and its implementation. Focusing on preschool teachers, it investigated their perspectives and adoption of the reform, revealing a gap between attitudes and practices. Quantitative data from 208 teachers underscored the emphasis on social-emotional learning, while cognitive skills were considered less vital. The study highlights teachers’ desire to incorporate more activities enhancing 21st-century skills than they currently do. It also indicates that pedagogical anchors positively influence children’s skill and value development. Strategies are recommended to promote increased integration of activities fostering social-emotional, cognitive skills, and values.