Educating the whole child: social-emotional learning and ethics education

Burroughs, Michael D.; Barkauskas, Nikolaus J.

doi:10.1080/17449642.2017.1287388

Cited by 27 publications

(15 citation statements)

References 19 publications

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“…Self-regulation also builds up students' learning skills, so that it creates independent learners. This is supported by Burroughs (2017); Chuang (2019); Zimmerman (2002), who states that self-regulation is capable of developing lifelong learning skills.…”

Section: Discussionmentioning

confidence: 93%

Enhancing Self-Regulation Skills through Group Investigation Integrated with Think Talk Write

Listiana¹,

Raharjo²,

Hamdani³

2020

INT J INSTRUCTION

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This study aims to (1) determine the difference between the improvement in students' self-regulation skills before and after the implementation of the GITTW learning strategy, and (2) describe students' perception of the skills of selfregulation before and after the implementation of the GITTW learning strategy. This is pre-experimental research using a one-group pre-test-post-test design. The population was made up entirely of students in their sixth semester at the Biology Education department who programmed the Physiology Anatomy of Human Body course in the 2017/2018 academic year in the Teacher Training and Education Faculty at University of Muhammadiyah Surabaya, Indonesia. The samples comprised of 20 students from one class. The data of students' self-regulation skills were obtained from the score of an essay test and inventory method. The data were analysed using descriptive and inferential statistics with the N-gain test. The results showed that the students' self-regulation skills improved after the implementation of the GITTW learning strategy. This can be seen from the average pre-test score of 36.2, the post-test score of 74, the average gain of 37.8 and the average N-gain of 0.60 included in the medium category. The average inventory self-regulation skills score before the implementation of the GITTW learning strategy reached 76.57%, including the strong category, and after it reached 80%, including the very strong category.

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Section: Discussionmentioning

confidence: 93%

Enhancing Self-Regulation Skills through Group Investigation Integrated with Think Talk Write

Listiana¹,

Raharjo²,

Hamdani³

2020

INT J INSTRUCTION

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“…Accordingly, players could also be given the opportunity to change the status of their relationship with the social agents. Secondly, this responsible decision-making can be encouraged through the regulation of behavior and emotions, as well as empathy promotion (Souza et al, 2018;Veiga Simão et al, 2021) with a solid basis on social emotional ethical learning (Burroughs & Barkauskas, 2017). Thirdly, the feedback received from the social agents to offer a more realistic social interaction can be complemented with emotional cues that other players could post (e.g., sharing emojis to express emotions regarding the cyberbullying situation in a private area), which could be integrated into the game and add to previous research on game design (Midden & Ham, 2009).…”

Section: Theoretical Contribution and Implications For Practicementioning

confidence: 99%

Serious Game-based Psychosocial Intervention to Foster Prosociality in Cyberbullying Bystanders

Ferreira

Simão

Paiva

et al. 2022

Psychosocial Intervention

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Bystanders of cyberbullying play an important role in the resolution of such situations and therefore, it is beneficial to promote self-regulation strategies that enable them to engage in prosocial behavior in these contexts. We propose that serious game-based psychosocial interventions with profile-based social agents can encourage prosocial bystander behavior in cyberbullying. A pilot quasi-experimental study with repeated and pre/post measurements was performed. We randomly assigned 194 7th and 8th graders to three conditions, namely experimental condition (n = 103, M age = 13.91, SD = 1.02, 53.3% male); alternative condition (n = 37, M age = 14, SD = 0.86, 54.1% female) and control condition (n = 54, M age = 13.92, SD = 0.85, 50.9% female). An analysis of covariance showed that players revealed higher levels of prosocial assertive behavior when compared to other participants. Through multilevel modelling of longitudinal log-file data, we found that those who did not experience the game tended to interpret the cyberbullying situations more as non-serious, avoid assuming responsibility for intervening, and engage in aggressive behavior toward the victim. Players tended to support more and were less aggressive with victims from their in-group than those from the out-group. Insights for the development of games to promote prosocial behavior in bystanders of cyberbullying are presented. P. C. Ferreira et al. / Psychosocial Intervention (2022) xx(x) xx-xx

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“…Conversely, advocates of social-emotional learning work to convince opposers by arguing that SEL is needed for students to become successful, functional adults in society. Because social-emotional learning develops students’ ability to recognize their own emotions and empathize with others, advocates of SEL argue that students with these developed skills will be more successful later in life (Burroughs & Barkauskas, 2017 ). In fact, some even attest that social-emotional learning is needed for complete human development, particularly in the early years (Ahmed et al, 2020 ).…”

Section: Current Approaches To Selmentioning

confidence: 99%

Implementing Social-Emotional Learning in the Elementary Classroom

Kaspar¹,

Massey

2022

Early Childhood Educ J

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Social-emotional learning has the power to change how educators deliver instruction across the country. For this article, social-emotional learning research and journal articles were reviewed for the purposes of identifying common themes among existing research. Multiple perspectives were considered in the review of literature and the findings were used to identify potential issues and create overall recommendations. The first author provides an example of an implementation case at her elementary school. The recommendations from this case are provided for school leaders to consider when implementing social-emotional learning in their elementary school buildings. A step-by-step action plan is laid out for school leaders to use as a guide for this process, based on the first author’s case, while taking possible issues into consideration.

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Educating the whole child: social-emotional learning and ethics education

Cited by 27 publications

References 19 publications

Enhancing Self-Regulation Skills through Group Investigation Integrated with Think Talk Write

Enhancing Self-Regulation Skills through Group Investigation Integrated with Think Talk Write

Serious Game-based Psychosocial Intervention to Foster Prosociality in Cyberbullying Bystanders

Implementing Social-Emotional Learning in the Elementary Classroom

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