Social and emotional learning in teacher preparation: Pre-service teacher well-being

Corcoran, Roisin P.; O’Flaherty, Joanne

doi:10.1016/j.tate.2021.103563

Cited by 47 publications

(45 citation statements)

References 111 publications

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“…By giving teachers a high level of happiness, we can cultivate a happier future and create a happier social environment. erefore, the happiness of college teachers is an important member of the national education system [10]. According to the current research on the happiness of college teachers, we found that several factors affect the happiness of college teachers.…”

Section: Introductionmentioning

confidence: 84%

Prediction Analysis of College Teachers’ Happiness Based on the Graph Convolutional Network

Ding

2022

Mathematical Problems in Engineering

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College teachers are the source of creativity in the education system, and the happiness of college teachers can be fully ensured in order to cultivate better talents. To address the current problem that the trend of happiness of college teachers is unclear and the direction of enhancing happiness is unknown. We propose a method to predict the happiness of university teachers based on a graph convolution framework. We conduct a comprehensive analysis of teachers’ happiness factors in terms of academic innovation, job satisfaction, and student training rate to achieve a trend prediction of teachers’ happiness and provide a clear direction for improving happiness. We use the graph convolution structure to input the happiness factors as graph nodes into the graph convolution layer. We attach a sparse layer to the temporal convolution structure to obtain the time-scale information of happiness factor nodes in different research cycles. Finally, we cooperate with an e-commerce platform and use mobile app data as the feedback experimental database. The experimental results show that teachers with different years of experience perceive different levels of happiness factors, and different emotional stimuli also affect teachers' perceptions of happiness.

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Section: Introductionmentioning

confidence: 84%

Prediction Analysis of College Teachers’ Happiness Based on the Graph Convolutional Network

Ding

2022

Mathematical Problems in Engineering

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“…The total value for this scale was α = 0.90, obtaining excellent results (Correa and Sánchez, 2018). On the other hand, the confirmatory factor analysis showed an optimal fit to the model (χ 2 = 2414.536, p = 0.00, NNFI = 0.80, CFI = 0.83, TLI = 0.81, IFI = 0.80, and RMSEA = 0.05) (Corcoran and O'Flaherty, 2022).…”

Section: Instrumentsmentioning

confidence: 94%

“…The total value was α = 0.89. Finally, the confirmatory factor analysis was performed, which showed excellent values (χ 2 = 765.98, p = 0.00, NNFI = 0.82, CFI = 0.88, TLI = 0.85, IFI = 0, 83, and RMSEA = 0.04) (Machimbarrena et al, 2021;Corcoran and O'Flaherty, 2022). The third instrument used was the Cyberbullying Scale for Students with Cultural and Religious Diversity (CSCRD) (Tomé-Fernández et al, 2019).…”

Section: Instrumentsmentioning

confidence: 99%

Correlational study on cyberbullying and social abilities in intercultural teenagers

2022

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This article analyzes the relationship between cyberbullying profile by racist reasons and social abilities in a group of intercultural teenagers living in Spain (N = 1478). The study includes participants aged between 12 and 16 years old (M = 13.99; SD = 1.352). Of these, 738 were male (49.9%) and 740 were female (50.1%). A correlational study was carried out using online tools with suitable psychometrics parameters (content-construct validity and reliability). The first one was a scale that measured social abilities, and the second one evaluated racist or xenophobic cyberbullying, differentiating the victim and aggressor profiles. The results indicated five main findings: (1) generally, the participants analyzed present all their social abilities; (2) for the most part, these participants do not normally experience cyberbullying; (3) a positive correlation exists between the majority of social abilities analyzed and the cybervictim profile. It was also observed a negative correlation between the social ability associated with the ability of making requests and this profile; (4) there is a positive correlation among the six social abilities analyzed and the cyberaggressor profile; (5) the racist or xenophobic cyberbullying are driven not only by the absence of social abilities, but in some cases, they are also driven by socio-demographic variables (i.e., age and gender). Likewise, this work shows how the absence of some social abilities in some participants involve racist or xenophobic experiences as victims and as aggressors, which may be of interest for the analysis of teenagers’ behavior in intercultural contexts, as well as according to age and gender. More transcultural research need to be carried out to know the global perspective of the link between social abilities and the different profiles of racist and xenophobic cyberbullying, framed in the context of social psychology and studies of mass communication.

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“…Five broad competencies for SEL focused instruction include: self-awareness, selfmanagement, social awareness, relationship skills, and responsible decision-making. Important facets of SEL are a focus on creating a safe learning environment in the classroom, building trust with students, and affirming student identities and cultures in a positive manner in the classroom (CASEL, 2021;Corcoran & O'Flaherty, 2022). Other recent research expands on the importance of SEL, in promoting perspective taking, managing emotions, exhibiting care and concern, developing relationships, and promoting higher order reasoning and critical thinking skills among students (Reddig & Vanlone, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

“…COVID-19 brought with it two years of uncertainty and turmoil in the lives of children in the US and all around the world, not just as a public health threat, but also with dire implications for emotional well-being, mental health, as well as academic growth (Corcoran, & O'Flaherty, 2022). By the end of May 2021, students had experienced more than 18 months of school closures and social isolation, engaged in learning online or in hybrid modalities, or in some cases, were left at home without necessary support and resources (Vestall, 2021).…”

Section: Introductionmentioning

confidence: 99%

Teachers Using Social Emotional Learning: Meeting Student Needs during COVID-19

Bhatnagar

Many

2022

IJTE

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Unique challenges arose for teachers during COVID-19 to be effective not just academically, but also in providing social-emotional support. Through a case study of 23 novice teachers prepared by our college we examined teachers’ perception about the use of social-emotional learning (SEL) in their teaching, strategies for impacting student learning and development, and challenges faced due to online or hybrid teaching modalities. Results indicated that teachers felt a great need to focus on fostering supporting relationships with students, building trust, creating a positive classroom climate, acknowledging the trauma students had been through, and building strong home-school connections. Their biggest concern was increasing student engagement and motivation and reducing stress in the academic setting. Fostering a sense of classroom community and peer interactions was especially important when more than half the class was online. Teachers incorporated interactive methods and hands-on learning to make instruction engaging for students, focused on soft skills, and used formative assessments to address student learning needs. The study showed that SEL is critically important in the context of COVID-19 to include trauma-informed pedagogies, teacher self-care, and need for SEL related professional development.

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Social and emotional learning in teacher preparation: Pre-service teacher well-being

Cited by 47 publications

References 111 publications

Prediction Analysis of College Teachers’ Happiness Based on the Graph Convolutional Network

Prediction Analysis of College Teachers’ Happiness Based on the Graph Convolutional Network

Correlational study on cyberbullying and social abilities in intercultural teenagers

Teachers Using Social Emotional Learning: Meeting Student Needs during COVID-19

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