首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
The present paper examines if developmental pathways for students at risk for academic failure can be improved through social and emotional learning (SEL). Specifically, we test this hypothesis by accounting for shifts in student engagement, a highly studied and malleable construct often inclusive of SEL interventions, as the pathway by which to impact student achievement outcomes. Using longitudinal data from a randomized control trial, we identified students at risk for school failure (n?=?318) within a larger sample of fifth graders (N?=?1,352). Multigroup path model revealed that participation in RULER significantly impacted the relationship between student engagement and conduct behaviors for at risk students: students who experienced RULER demonstrated increased engagement a year later (at sixth grade) and improved conduct the following year (in seventh grade). The potential for and limitations of SEL programs on developmental trajectories for students at risk for school failure are discussed.  相似文献   

2.
  相似文献   

3.
A tiered response model for social-emotional learning (SEL) is needed to address the significant mental health needs of young people in this country. In collaboration with other school mental health professionals, school psychologists have a unique expertise that situates them to be systems change agents in this work. This article describes a pilot project that focused on augmenting existing SEL services with SEL assessment within a tiered system of support in one elementary school. Using a consultation-based model grounded in principles of empowerment evaluation, an interdisciplinary school team used SEL data collected during one school year to inform the delivery of SEL interventions and supports. Data from SEL, academic, and behavioral assessments were examined retrospectively to illustrate the potential value of integrating assessments and interventions across domains. The discussion offers implications for ongoing efforts to develop and implement tiered response models through interdisciplinary collaboration among school mental health professionals.  相似文献   

4.
This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.  相似文献   

5.
Joseph Zins was a forerunner in empirically demonstrating the interrelationship of SEL interventions and school success. This commentary highlights his perspectives on the accumulating body of evidence for the academic gains that have been associated with various SEL interventions and aims to show how new research methodologies can further extend the scientific support as well as enhance the cultural responsiveness of SEL interventions. A partnership approach to research is advocated for addressing three important research directions: defining and measuring social and emotional competencies, co-constructing intervention programs, and achieving system-level program integration.  相似文献   

6.
Executive functions (EF) are a set of processes that allow individuals to plan, monitor and organize tasks and thus play a key role in the development of reading and maths skills. Environmental factors such as socioeconomic level (SEL) influence reading and maths skills as well as EFs. The aim of this study is to explore the extent to which executive functions play a mediating role between SEL and reading and maths performance. To this end, we assessed 286 Chilean primary education students: 86 with a high SEL and 200 with a low level. The results show that the high-SEL group obtained consistently higher scores than their peers with low SEL levels in both reading and maths tasks as well as in EF measurements. This suggests that SEL could influence the development of these variables. The results also showed that EFs partially mediate the relation between SEL and reading and maths skills in primary school students through the specific function of inhibition. The results are discussed in light of the effect of SEL on the development of EFs and school learning.  相似文献   

7.
Abstract

Personalized learning (PL) and social-emotional learning (SEL) are areas of increasing emphasis in U.S. educational policy and practice. With the goal of examining how these initiatives may be mutually supportive, this exploratory study investigates the potential for a PL experience to help middle school students develop the SEL skill of “self-awareness.” Using qualitative inquiry, we analyze reflective interviews with eleven students engaged in PL using an original self-awareness coding scheme. Our findings offer promising evidence that PL can promote self-awareness, including specific student examples, followed by recommendations for how PL and SEL efforts can be more strategically aligned.  相似文献   

8.
There is general agreement about the benefits of school-based social and emotional learning (SEL) interventions in relation to children and young people’s social-emotional competence, mental health, and academic achievement. However, we know little about the theorized mechanisms through which SEL leads to improved academic outcomes. The current study is the first to present an integrative model (derived from the SEL logic model) using a 3-wave (annual assessment, T1, T2, T3) longitudinal sample of 1626 (51% boys, n = 832) 9–12-year-old students (M = 9.17, SD = .31 at baseline) attending 45 elementary schools in England, drawn from a major randomized trial of a universal SEL intervention (the Promoting Alternative Thinking Strategies curriculum; PATHS). Using structural equation modeling that accounted for within-time covariance, data clustering, gender and prior academic attainment, we examined the temporal relations between social-emotional competence (T1), school connectedness (T2), mental health difficulties (T2), and academic attainment (T3). It was hypothesized that social-emotional competence would directly and indirectly influence academic attainment through school connectedness and mental health difficulties. Our analyses also examined whether these hypothesized relations varied as a function of intervention exposure (PATHS versus usual provision). The theorized model was partially supported. Social-emotional competence at T1 exerted a significant influence on school connectedness and mental health difficulties at T2. However, the latter was the only significant predictor and mediator of academic attainment at T3 after controlling for gender and prior academic performance. Students with greater social-emotional competence at T1 were reported to experience fewer mental health difficulties at T2, and this in turn predicted higher academic attainment at T3. Intervention exposure did not markedly influence the magnitude or statistical significance of these identified pathways. Collectively, these findings indicate some possible revisions to our current understanding regarding the role of social-emotional competence in promoting academic attainment, as its contribution appears to lay primarily in buffering the adverse effects of mental health difficulties.  相似文献   

9.
Abstract

Social-emotional learning (SEL) is gaining prominence in education practice and policy. Research shows that SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors. However, little is known about how much of the variance in SEL constructs is stable over time versus specific to a given time/context. The present study examines the stability of academic achievement relative to four SEL domains (growth mindset, self-efficacy, social awareness, and self-management). While the rank ordering of math and reading skills are highly stable over time, the four SEL domains seem to be more strongly influenced by contextual factors. Implications for school accountability systems and intervention approaches are discussed.  相似文献   

10.
Recently, a growing body of research has focused on the sustainability of evidence-based interventions aimed at promoting the social emotional and character development of children (SEL) and preventing or reducing problem behaviors in schools. Current discussions of systemic reform in the education system address the capacity of individual schools to adopt innovations and maintain them despite inevitable environmental changes. A small elementary school in northern Israel embarked on a radical change in its pedagogic style, intentionally adopting a holistic SEL approach. After 3 intensive years of training and implementation supported by the local community and involving all major stakeholders, a series of events threatened to weaken the chances of sustaining the approach. In a qualitative research study, data were collected primarily through in-depth interviews with full-time faculty members. Constant comparison analyses were performed. The results illustrate the salient concerns and benefits of attempting such a radical change through the eyes of the faculty members. The depth of identification with SEL among faculty and other stakeholders is shown to be the basis for sustaining the SEL approach in spite of difficulties. This narrative of events demonstrates the obstacles encountered on the road to approach sustainability. This identification of possible challenges is valuable to those introducing change in the school environment.  相似文献   

11.
Recent catastrophic school shootings have drawn worldwide attention to issues of gun control and mental health. In the wake of these tragedies, more and more schools have begun to adopt school‐wide social and emotional learning (SEL) programs. However, we have few examples of what it looks like to integrate SEL skills into content curricula. What's more, teachers and support professionals are ill‐equipped to engage in the collaborative work necessary to effectively integrate the teaching of SEL into academic content. The collaboration described herein highlights an interdisciplinary collaboration among university faculty and graduate students from school psychology and English education to collaboratively design and evaluate standards‐based secondary English curricula that foreground SEL and themes of care.  相似文献   

12.
The primary goal of this article is to situate the findings from evidence-based studies of social emotional learning (SEL) interventions into a broader social context by reframing the discussion to consider how aspects of sociocultural competence impact the development and delivery of programs. The limitations of current SEL intervention efforts are discussed and a multilevel heuristic model that identifies and defines the theoretical constructs that we believe are culturally bound and associated with the content, implementation, and evaluation components of SEL intervention programs is presented. We point out constraints associated with this effort and offer specific strategies and activities by which school personnel involved in these activities can be encouraged to embrace socioculturally based SEL practices in their classrooms and offer guidance for future research.  相似文献   

13.
ABSTRACT

Under-developed social and emotional learning (SEL) skills limit educational progress and make it difficult for children and young people with social, emotional and behavioural difficulties (SEBD) to form effective relationships with peers and ADULTS. This paper focuses on an SEL intervention set within an outdoor learning context. The research was practitioner led and used an action research (AR) approach to implement and evaluate the SEL intervention. Research participants (aged 12–13 years) were recruited from a UK special school and were all considered to have SEBD. The paper provides evidence for the specific SEL skills that participation in outdoor learning can enhance. The evidence suggests that outdoor learning can be an effective approach for educators wishing to augment the SEL skills of young people with SEBD.  相似文献   

14.
Abstract

The study is a mixed-methods investigation of how urban schools are succeeding. The study surveyed 28 former students from urban schools in Oxnard, California. The qualitative responses represent themes that align to a high level of school connectedness and social–emotional learning (SEL) as key indicators of a successful urban school district. The responses also aligned with the thematic structures of the assets and relationships frameworks and to SEL standards.  相似文献   

15.
While universal school‐based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of these programs on SEL competencies and psychosocial health. The specific SEL competencies directly addressed in the programs' primary learning targets were identified based on the Collaborative for Academic, Social and Emotional Learning (CASEL) framework for SEL. Five bibliographic databases (PubMed, PsychINFO, Education Resources Information Center (ERIC), Applied Science Premier (ASP), and Web of Science) were searched for relevant research papers published between 2014 and 2018. We included 40 studies that investigated 32 programs focusing on two or more SEL competencies. While most programs targeted four or five of the SEL competencies, many of the included studies did not measure the programs' effects on all the competencies targeted. Our results showed that the SEL programs had substantial effects on the SEL competencies they addressed and on psychosocial health. Although the programs focused predominantly on self‐management skills and relationship skills, the largest summary effects were found for self‐awareness and social awareness.  相似文献   

16.
This meta‐analysis reviewed 82 school‐based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty‐eight interventions took place outside the United States. Follow‐up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social‐emotional skills, attitudes, and indicators of well‐being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social‐emotional skill development was the strongest predictor of well‐being at follow‐up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories.  相似文献   

17.
Abstract

Social and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic approach to implementing SEL school-wide is introduced. It is argued that school-wide SEL maximises the benefits of SEL programming by becoming the organising framework for fostering students’ potential as scholars, community members, and citizens. Further, a Theory of Action (ToA) developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) is presented that serves as a blueprint for implementing systemic SEL in schools. Potential challenges and barriers involved in moving toward school-wide SEL implementation are considered and discussed.  相似文献   

18.
This study was designed to determine how special education teachers (SETs) in Saudi Arabia perceive their self-efficacy in implementing social–emotional learning (SEL) practices to support students with learning disabilities (LD). The data were collected by surveying 109 SETs of students with LD who teach at elementary and middle schools in Riyadh. The findings demonstrate that SETs had low to moderate self-efficacy in putting SEL into practice, and the participants highlighted the importance of receiving support that can enhance their self-efficacy in SEL. Moreover, the study's findings show some statistically significant variations in the responses of the teachers, as those who attended more professional development programs reported higher levels of self-efficacy. Additionally, middle school teachers and teachers with fewer years of experience showed a higher need for receiving support to enhance their implementation of SEL. Recommendations for future studies and practices are provided.  相似文献   

19.
In Building Academic Success on Social and Emotional Learning: What does the Research Say? Zins and his colleagues presented a new way to conceptualize the impact of social and emotional learning programs on students' school success by broadening the concept to include students' attitudes, behaviors, and performance. To build on Zins' ideas, we (a) briefly review research examining the impact of 262 social and emotional learning (SEL) programs on a number of outcomes that assessed school attitudes, behaviors, and performance; and (b) suggest additional avenues for research of SEL interventions.  相似文献   

20.
ABSTRACT

Psychology and economics are powerful sources of expert knowledge in contemporary governance. Social and emotional learning (SEL) is becoming a priority in education policy in many parts of the world. Based on the enumeration of students’ ‘noncognitive’ skills, SEL consists of a ‘psycho-economic’ combination of psychometrics with economic analysis, and is producing novel forms of statistical ‘psychodata’ about students. Constituted by an expanding infrastructure of technologies, metrics, people, money and policies, SEL has travelled transnationally through the advocacy of psychologists, economists, and behavioural scientists, with support from think tank coalitions, philanthropies, software companies, investment schemes, and international organizations. The article examines the emerging SEL infrastructure, identifying how psychological and economics experts are producing policy-relevant scientific knowledge and statistical psychodata to influence the direction of SEL policies. It examines how the OECD Study on Social and Emotional Skills, a large-scale computer-based assessment, makes ‘personality’ an international focus for policy intervention and ‘human capital’ formation, thereby translating measurable socio-emotional indicators into predicted socio-economic outcomes. The SEL measurement infrastructure instantiates psychological governance within education, one underpinned by a political rationality in which society is measured effectively through scientific fact-finding and subjects are managed affectively through psychological intervention.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号