Social and Emotional Learning in Graduate School to Improve Student Well‐Being and Performance: A Proposed Training Program

Edwards, Marissa S.; King, Jemma; Ashkanasy, Neal M.

doi:10.1002/tl.20367

Cited by 4 publications

(1 citation statement)

References 38 publications

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“…That analysis found that SEL program participants' social and emotional skills, attitudes, behavior, and academic achievement all increased considerably. Social and Emotional Learning (SEL) is a conceptual framework for supporting students' social, emotional, and academic competence (Edwards et al, 2019). It entails fostering social and emotional competencies through explicit instruction and student-centered learning approaches that encourage students to participate in the learning process and develop analytical, communication, as well as collaborative skills (Weissberg et al, 2015).…”

Section: Factors Of School Performancementioning

confidence: 99%

Factors affecting school performance: Does a mixed curriculum make a difference?

Akuba

Sinaga

Ugut

et al. 2021

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This article reports on a study that attempts to fill the gap of research focusing on school performance measurements, especially those which involve curriculum types. It established the factors that measured school performance using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) and analyzed any differences in the performance of schools adopting national curriculum and those adopting mixed curriculum in Greater Jakarta. From 29 items, eight invalid items were dropped, and the EFA identified eight factors, which were categorized into social-emotional learning, school participation, relationship, physical-mental health, physical safety, emotional safety, academic growth, and discipline. Then, the scale was validated using data collected from 684 secondary students using CFA. Chi-square goodness-of-fit test was not statistically significant. However, other indices such as Incremental Fit Index, Comparative Fit Index, Tucker-Lewis Index, Root Mean Squared Error of Approximation, and Standardized Root Mean Square Residual were within acceptable limits, indicating that the eight EFA factors had been validated. Moreover, this study found that schools with mixed curricula had higher performance than those with a national curriculum. Nevertheless, it cannot be generalized because the linear regression shows that the p-value was higher than 0.05 (0.164).

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Section: Factors Of School Performancementioning

confidence: 99%

Factors affecting school performance: Does a mixed curriculum make a difference?

Akuba

Sinaga

Ugut

et al. 2021

View full text Add to dashboard Cite

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Single-Case Learning Analytics to Support Social-Emotional Learning: The Case of Doctoral Education

Prieto

Rodríguez‐Triana

Odriozola-González

et al. 2022

Social and Emotional Learning and Complex Skills Assessment

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Student Well-Being and Empowerment

Lyn

Broderick

Spranger

2023

Exploring Social Emotional Learning in Diverse Academic Settings

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Learning online can be a convenient setting for adults to meet their academic and professional goals. Yet, many adult learners enrolled in graduate education struggle with experiencing a sense of belonging, and attending an online program can add to feelings of disconnection. By attuning to the experiences of today's diverse online graduate students, educators can create conditions for student empowerment to thrive. This chapter suggests strategies for infusing social emotional learning (SEL) into faculty's approach to online graduate education.

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Social and Emotional Learning in Graduate School to Improve Student Well‐Being and Performance: A Proposed Training Program

Abstract: This chapter explains that the core principles and practices of social and emotional learning should be used to support doctoral students and enhance their personal welfare and academic performance in graduate school.

Cited by 4 publications

References 38 publications

Factors affecting school performance: Does a mixed curriculum make a difference?

Factors affecting school performance: Does a mixed curriculum make a difference?

Single-Case Learning Analytics to Support Social-Emotional Learning: The Case of Doctoral Education

Student Well-Being and Empowerment

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