Enhancing school climate through social and emotional learning: effects of RULER in Mexican secondary schools

Baumsteiger, Rachel; Hoffmann, Jessica; Castillo-Gualda, Ruth; Brackett, Marc A.

doi:10.1007/s10984-021-09374-x

Cited by 15 publications

(14 citation statements)

References 43 publications

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“…Consistent with the results obtained, we can point out that each of the dimensions of EI and resilience are variables of psychological adjustment associated with well-being [42], key to personal and social growth [43], adaptive processes and personal competence [44].…”

Section: Discussionsupporting

confidence: 89%

Emotional Intelligence and Resilience: Predictors of Life Satisfaction Among Mountain Trainers

Gavín-Chocano¹,

Talavera²,

Sanz-Junoy³

et al. 2023

Preprint

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High-level performance in mountain sports would be unlikely unless different emotional factors are taken into account through the analysis of psychological characteristics such as mood, resilience or motivation, among many others. In this study, 788 people with a sports degree from the Spanish Federation of Mountain Sports and Climbing (FEDME) participated, 75.3% are men and 24.5% are women. The mean age of the participants was 49.8 years (±12.8), ranging from 18 to 76 years. The Wong Law Emotional Intelligence Scale (WLEIS-S), the RS-14 Resilience Scale and the Satisfaction with Life Scale (SWLS) instrument were used. The aim of this research was to determine the relationship between the dimensions of emotional intelligence, resilience and life satisfaction. The results showed a relationship between several of the dimensions from the instruments used (p<.01). In terms of gender, higher scores were found for women than for men. The regression model shows that both the dimensions of emotional intelligence [Appraisal of own emotions (β=.104; p<.001); Use of emotions (β=.30; p&lt;.001); Emotional Regulation (β=.103; p<.001)] and resilience [Personal competence (β=.402; p<.001)], are predictors of greater life satisfaction, with 44.1% positively explained by the regression model. Further proposals should extend the results obtained with the analysis of more sports modalities and provide evidence that would complement those extracted in this research.

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Section: Discussionsupporting

confidence: 89%

Emotional Intelligence and Resilience: Predictors of Life Satisfaction Among Mountain Trainers

Gavín-Chocano¹,

Talavera²,

Sanz-Junoy³

et al. 2023

Preprint

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show abstract

“…First, the data used in this study are cross-sectional, which prevents us from making causal conclusions. While our study revealed that school climate could contribute to the development of socio-emotional skills, it is important to note that when a large number of students have high levels of socio-emotional skills, they could also create a more positive school climate, demonstrating reverse causality (Baumsteiger et al, 2022). Hence, future studies may need to adopt longitudinal or experimental designs to explore the causal and directional association between school climate and socio-emotional skills.…”

Section: Limitations and Future Directionsmentioning

confidence: 70%

Cooperative school climates are positively linked with socio‐emotional skills: A Cross‐National Study

Wang,

King,

Zeng

2024

Brit J of Edu Psychol

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BackgroundSocio‐emotional skills are critical to life outcomes such as achievement, well‐being and job success. However, existing research has mostly focused on the consequences of socio‐emotional skills, with less attention devoted to the role of school climate in the deployment of these skills.AimsThis study investigated the role of school climate in socio‐emotional skills. More specifically, we investigated whether cooperative or competitive school climates are associated with students' socio‐emotional skills.SampleOur study utilized data from the OECD Survey on Social and Emotional Skills, collected from 10 cities across nine countries. Participants were 60,985 students, including 31,187 10‐year‐olds (49.70% females) and 29,798 15‐year‐olds (51.6% females).MethodsWe conducted multilevel structural equation modelling to test whether cooperative and competitive climates were associated with socio‐emotional skills. These skills include five broad domain skills and 15 more specific skills: task performance (self‐control, responsibility and persistence), emotion regulation (stress resistance, emotional control and optimism), collaboration (empathy, trust and cooperation), open‐mindedness (tolerance, curiosity and creativity) and engaging with others (sociability, assertiveness and energy).ResultsOur findings indicated a positive relationship between a cooperative climate and socio‐emotional skills. In contrast, the relationship between a competitive climate and socio‐emotional skills was primarily negative.ConclusionThis study highlights the contrasting roles of cooperative and competitive climates in students' socio‐emotional skills.

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“…En población mexicana, una reciente investigación analizó los efectos de RULER en el clima escolar de estudiantes en la etapa de preparatoria. En concreto, la integración de las herramientas RULER por parte del profesorado en escuelas de secundaria mostró una mejora en variables relacionadas con el clima escolar, tales como la calidad de las relaciones, autonomía del estudiante, respeto a la diversidad, disciplina, calidad de la enseñanza y apoyo a los estudiantes (Baumsteiger et al, 2021). Cuando los líderes escolares toman la decisión de dedicar tiempo a RULER, transmiten un compromiso de fomentar el bienestar social y emocional de los estudiantes, maestros y otros adultos en la escuela.…”

Section: Ruler: Una Intervención De Educación Socioemocional Basada E...unclassified

“…Así, se incide en la percepción de que toda la comunidad educativa, y la escuela en particular, es un lugar donde las personas valoran el bienestar social y emocional. De acuerdo con investigaciones recientes, RULER fortalece las conexiones sociales en toda la comunidad escolar, incluidas las relaciones entre estudiantes y maestros (Baumsteiger et al, 2021).…”

Section: Ruler: Una Intervención De Educación Socioemocional Basada E...unclassified

“…Este aspecto es especialmente característico en el currículo del Método RULER para población adolescente, pues está diseñado atendiendo a las características y necesidades de la adolescencia y hace especial hincapié en la promoción de dos aspectos fundamentales, la construcción de un clima óptimo de aula en el que se favorezcan interacciones que validen las emociones entre sus miembros, y de una mentalidad acerca del papel de las emociones en el funcionamiento diario (Brackett et al, 2019). Por ello, hay razones para considerar que RULER conduce a mejoras en el clima escolar (Baumsteiger et al, 2021), y a su vez favorece las conexiones sociales, la pertenencia al grupo, incluidas las relaciones entre jóvenes y adultos, la construcción de identidad y la importancia de la validación de las emociones ante desafíos cotidianos en toda la comunidad escolar.…”

Section: Discusión Y Conclusionesunclassified

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Impacto de una intervención de educación socioemocional en estudiantes de preparatoria en México

Esquivel

Castillo-Gualda

2023

rieeb

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Este estudio evalúa el impacto que tiene un enfoque de educación socioemocional basado en evidencia, el Método RULER, en población adolescente. Se analizó una muestra de 306 estudiantes de Preparatoria (Bachillerato) en dos campus de una institución educativa privada en México. Los estudiantes procedentes de tres grados diferentes recibieron formación RULER durante un año a través de sus profesores y tutores. La medición se compuso de las siguientes variables: el conocimiento de sí mismo y de los demás; el desarrollo de las cinco habilidades de la inteligencia emocional (reconocer, entender, etiquetar, expresar y regular emociones), y la toma de decisiones en el ámbito personal y académico. A través de un análisis de varianza, los resultados indicaron que el grupo conformado por los estudiantes del nivel inicial de preparatoria presentan puntajes más altos en todos los componentes, en comparación con los adolescentes de mayor edad.

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Enhancing school climate through social and emotional learning: effects of RULER in Mexican secondary schools

Cited by 15 publications

References 43 publications

Emotional Intelligence and Resilience: Predictors of Life Satisfaction Among Mountain Trainers

Emotional Intelligence and Resilience: Predictors of Life Satisfaction Among Mountain Trainers

Cooperative school climates are positively linked with socio‐emotional skills: A Cross‐National Study

Impacto de una intervención de educación socioemocional en estudiantes de preparatoria en México

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