Social and Emotional Learning for Successful School Performance

Zins, Joseph E.; Payton, John W.; Weissberg, Roger P.; O’Brien, Mary Utne

doi:10.1093/acprof:oso/9780195181890.003.0015

Cited by 33 publications

(35 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Current theoretical developments posit socio-emotional learning (SEL) as an important perspective that integrates both emotional and social features. Overcoming theoretical perspectives that focus solely on the individual, SEL includes both characteristics of the individual but also of the particular environment in which he or she develops (Zins et al, 2007). In other words, socio-emotional development cannot be assessed only by measuring individual characteristics, but also by assessing the relationship between the individual and his or her social context.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Berger¹,

Alcalay²,

Torretti³

et al. 2011

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

Even though social and emotional well-being has been proposed as a main goal of education, its association with academic achievement is usually overlooked, particularly considering that educational institutions are requested to show academic outcomes, and thus their focus is on cognitive development and academic training. This study adopts a multilevel perspective to test this association among Chilean elementary students, considering features at individual (socio-emotional well-being, self esteem, and social integration) and social levels (classroom social climate and social network characteristics). Results show that socio-emotional variables, and particularly teachers' ratings of their students' self esteem, are associated with academic achievement. Interaction effects of individual and contextual variables are presented, and implications for research and interventions are discussed. Keywords: Socio-emotional wellbeing; Academic achievement; Multilevel. ResumoApesar de que o bem-estar social e emocional tem sido proposto como uma meta principal da educação, sua associação com o desempenho acadêmico geralmente é negligenciado, especialmente considerando que as instituições educacionais são convidados a mostrar os resultados acadêmicos, e, portanto, o foco é no desenvolvimento cognitivo e da formação acadêmica. Este estudo adota uma perspectiva multinível para testar essa associação entre alunos chilenos do ensino fundamental, incluindo características individuais (bem-estar sócio-emocional, auto-estima e integração social) e sociais (clima social da aula e as características de rede social). Os resultados mostram que as variáveis sócio-emocionais, e em especial a percepção de professores da auto-estima de seus alunos, estão associados com desempenho acadêmico. Além disso, efeitos de interação das variáveis individuais e contextuais são apresentados. Implicações para a pesquisa e as intervenções são discutidos. Palavras-chave: Bem-estar sócio-emocional; Desempenho acadêmico; Multinivel.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Zins, Payton, Weissberg and O'Brien (2007) argue that the traditional perspective on socioemotional features is that of emotional intelligence (Goleman, 1996;Salovey & Mayer, 1990). From this perspective, individual characteristics and competences are considered central for explaining developmental outcomes.…”

mentioning

confidence: 99%

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Berger¹,

Alcalay²,

Torretti³

et al. 2011

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

show abstract

“…Por otro lado, aunque se ha confirmado la eficacia parcial de algunos programas de formación en competencias socioemocionales (Zins et al, 2004), debe recordarse que, desde el punto de vista psicológico, competencias socioemocionales e IE no son la misma cosa (Allen y Cohen, 2006;Pérez y Repetto, 2004;Zeidner et al, 2002;Zins et al, 2007).…”

Section: Concepto De Educación Socioemocionalunclassified

“…Actualmente, en el ámbito de la investigación sobre inteligencia emocional, todavía tenemos pendiente la tarea de diseñar buenos programas educativos y de someterlos a evaluación sistemática. No debemos olvidar que cualquier práctica o programa de educación emocional o socioemocional debería basarse en la evidencia disponible fruto de la investigación científica (e.g., Zins, Bloodworth, Weissberg y Walberg, 2004;Zins, Payton, Weissberg y O'Brien, 2007).…”

Section: Introductionunclassified

Propuesta para la evaluación de programas de educación socioemocional

Pérez-González

2017

EJREP

View full text Add to dashboard Cite

En este artículo se comienza reflexionando sobre la conveniencia de los programas de educación emocional o socioemocional, haciendo énfasis en la urgencia de investigaciones evaluativas acerca de la validez de estos programas presuntamente dirigidos a mejorar la inteligencia emocional (IE). A continuación se presenta una definición de educación socioemocional. Posteriormente, se discute sobre la ausencia de evidencia científica en favor de la educabilidad de la IE, y se recomienda la consideración del modelo de evaluación de programas educativos de Pérez Juste (2006) como punto de referencia. Finalmente, se presenta una escala de estimación de 29 indicadores para la evaluación de programas de educación socioemocional (EEIPESE). Esta escala de estimación está basada en el modelo de Pérez Juste (2006), y permite sistematizar cuantitativa y cualitativamente la evaluación de cualquier programa de educación socioemocional en sus tres aspectos básicos: diseño, proceso, y resultados. Asismismo, la EEIPESE incluye también un apartado de metaevaluación.

show abstract

“…Despite the huge expansion of EI development methods and the preliminary evidence for their effectiveness, very few EI programs are based on a solid theoretical model and even fewer have been rigorously tested (Matthews et al, 2007). Although validated programs for kids have emerged with positive outcomes (Zins et al, 2007), programs for adults have been less successful due to several drawbacks. First, these trainings lack a clear theoretical and methodological rationale and use a miscellany of techniques whose psychological bases are sometimes questioning.…”

Section: Increasing Emotional Intelligencementioning

confidence: 99%

Clinical Perspectives in Emotional Intelligence

Hansenne¹

2012

Emotional Intelligence - New Perspectives and Applications

View full text Add to dashboard Cite

Social and Emotional Learning for Successful School Performance

Cited by 33 publications

References 0 publications

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Propuesta para la evaluación de programas de educación socioemocional

Clinical Perspectives in Emotional Intelligence

Contact Info

Product

Resources

About