This study evaluated the relationships between children's academic and social-emotional self-efficacy and teachers' and parents' relationships and interactions with children. It also examined (via self-report) four theoretical sources of self-efficacy among 47 students in Grades 2, 5, and 8, specifically mastery experiences, vicarious experiences, social persuasions, and physiological states. Using multilevel modeling as the primary statistical analysis procedure, the study's findings delineate the contributions of relationships with both parents and teachers, as well as physiological states (e.g., anxiety, stress), to students' academic and social-emotional self-efficacy development.
Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
First Published in 2000. The education of gifted and talented children is attracting increased interest and attention in schools, LEAs and within government. A widely accepted critical aspect of talent development has until now remained under-represented: namely that the principal factors underpinning all learning are social and emotional ones. This book addresses the complex relationship between intellectual, social and emotional development that is necessary for high achievement and personal fulfilment. The contributors aim to provide relevant practical guidelines for secure and confident learning for pupils that will support teachers, parents and others wishing to help translate potential into performance.
This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.
In this groundbreaking book, nationally recognized leaders in education and psychology examine the relationships between social-emotional education and school success—specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of social emotional learning programs, including: building skills linked to cognitive development, encouraging student focus and motivation, improving relationships between students and teachers, creating school-family partnerships to help students achieve, and increasing student confidence and success.
The Handbook of Social Influences in School Contexts draws from a growing body of research on how and why various aspects of social relationships and contexts contribute to children’s social and academic functioning within school settings. Comprised of the latest studies in developmental and educational psychology, this comprehensive volume is perfect for researchers and students of Educational Psychology. Beginning with the theoretical perspectives that guide research on social influences, this book presents foundational research before moving on to chapters on peer influence and teacher influence. Next, the book addresses ways in which the school context can influence school-related outcomes (including peer and teacher-student relationships) with specific attention to research in motivation and cognition. Within the chapters authors not only present current research but also explore best-practices, drawing in examples from the classroom. With chapters from leading experts in the field, The Handbook of Social Influences in School Contexts provides the first complete resource on this topic.
From an educational equity perspective, all students need to have appropriate learning opportunities that are close to their own cultural contexts (e.g., families and communities). Based on the transformative social-emotional learning (SEL) framework, the mixed-methods study explored how culturally relevant reading experiences can be longitudinally linked with underserved students' social-emotional and academic development. Specifically, this study explored changes in underserved students' prosocial self-efficacy and reading skills across multiple years of involvement with a culturally relevant reading program at Freedom Schools. The multicultural reading program at Freedom Schools is rooted in culturally relevant pedagogy and SEL to empower racially-minoritized students to make a difference. The purpose of the six-week summer camp is to help underserved students maintain their reading skills during the out-of-school summer period. To explore possible sustainable learning outcomes from experiences at Freedom Schools, this study focused on targeted participants who participated in the Freedom Schools camp for at least two years (id est, returning students in 2016 through 2019). The purpose of the study was to investigate students' prosocial self-efficacy and reading skill outcomes over time. From the four years of annual data from Freedom Schools participants, I identified data with parental consent for a total of 50 returning students. For the quantitative analysis, I investigated returning students' individual change patterns in prosocial self-efficacy (n = 38) and reading skills (n = 22). To support the results from the individual change patterns, I also analyzed 16 interviews from eight returning students; each student participated in two interviews that were collected during different summer years of Freedom Schools.According to the descriptive results of this study, within the summer program period (id est, during the six-week), returning participants at Freedom Schools showed descriptive positive changes in their prosocial self-efficacy in their first camp (67.7%) and their second camp (57.6%); however, between the first and second camps, their prosocial self-efficacy changes varied across individuals. The majority of returning participants showed descriptive positive reading changes. For example, returning students descriptively increased or maintained reading skill levels in their first camp (at least 85% of participants in all reading subfactors) and in their second camp (at least 80% of participants in all reading subfactors). The summer program aimed to prevent summer reading loss of underserved students, so maintained reading scores were marked as positive outcomes within the summer camp period. More than 60% of returning participants had descriptive increases in reading skills between the first and second summer camps. There were no noticeable general change patterns between the prosocial self-efficacy and reading skills. Due to the complex change patterns of students' prosocial self-efficacy across the multiple years, there were no general patterns to explain the relationship between prosocial self-efficacy and reading skills of returning participants. Through the interview analysis, I found that all interviewees had positive views on their summer learning experiences; students commented that their teacher and peers were supportive and respectful in the classroom, and the multicultural books in the camp were interesting to them. The learning and instructional contexts of Freedom Schools align with the transformative SEL approach. In this study, students' interviews aligned with the theoretical ideas of transformative SEL that using culturally relevant education may support students' positive cultural identities and successful academic achievement in racially minoritized students. The findings contribute to our understanding of students' transformative SEL experiences in Freedom Schools contexts. This approach highlights the importance of equity-based SEL implementation for underserved students. The findings of this study also shed light on the impact of Freedom Schools on students' potential learning outcomes across multiple years, from a developmental perspective.
Schools are now seen as being one of the key agents which can help redress society's most fundamental problems, create more cohesive communities and promote citizenship and a sense of social conscience in the young. Promoting Mental, Emotional and Social Health: A Whole School Approach provides a clear and practical overview of ways in which mainstream schools can promote the health of all those who work and learn in them. Supported by the latest new evidence from the UK and Europe as well as findings from the USA, it outlines and examines: * evidence that social and emotional learning and academic achievement can go hand in hand and that the same key factors underlie both happy and effective schools * the areas of school life that are the key to promoting social and affective health, including relationships with families and the community, management and the curriculum * the competencies that we all need to become more emotionally literate and relate to more effectively.
Proven, brain-based techniques that build social and emotional intelligence and problem-solving skills! For a child to thrive in school today and succeed in life tomorrow, there’s no more important quality than social and emotional intelligence. Since children’s brains are still developing during the K–12 years, educators can positively influence students’ development, including strengthening essential skills such as empathy, self-management and problem-solving. Dr. Marie-Nathalie Beaudoin, one of the world’s leading experts on children and brain development, shares award-winning techniques that connect with students’ lives and concerns. Readers will find: A research-based approach refined through ongoing work in public schools Classroom exercises grouped by age, but adaptable for all grade levels Lively activities that keep students engaged Valuable content for anti-bullying initiatives and counseling programs This new guide is an essential resource for teachers, counselors and other K–12 educators, helping them to positively shape classroom dynamics and school culture. "The author has a way of clearly and succinctly stating how brain-based research relates to student decision-making that leads to higher levels of emotional stability, self-efficacy, and individual intelligence." —Laura Linde, Mentor/ Field Supervisor/ Coordinator District 77 and Minnesota State University
This book heightens readers’ awareness of the importance of emotional intelligence and how it impacts our lives. It inspires parents, teachers and school leaders to learn more about emotional intelligence as a process of self-improvement, relational skills, and to help our students to develop emotional intelligence from an early stage of their lives. There are four parts in the book. Part 1 explains the importance of emotional intelligence in every aspect of our lives. It presents models and theories of emotional intelligence and explains how our emotions control our mind, body and spirit. Part 2 gives insights into how emotions play a significant role in our relationships with others. Part 3 takes the reader from family to the workplace and highlights the importance of becoming more aware of our emotions at work and how we relate to others. Part 4 emphasises the importance of helping our students to develop essential emotional intelligence to face this increasingly complex and challenging world.
