The Scientific Base Linking Social and Emotional Learning to School Success

Zins, Joseph E.; Bloodworth, Michelle R.; Weissberg, Roger P.; Walberg, Herbert J.

doi:10.1080/10474410701413145

Cited by 523 publications

(450 citation statements)

References 22 publications

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“…The second domain, belief in others, is drawn largely from the positive youth development and resiliency literature and consists of school support, peer support, and family coherence (e.g., Masten, 2001). Emotional competence, the third domain, includes emotional regulation, empathy, and behavioral regulation; this domain was also derived mostly from the SEL literature (e.g., Zins, Bloodworth, Weissberg, & Walberg, 2007). The final domain, originating from the positive youth psychology literature, is engaged living, which is comprised of gratitude, zest, and optimism (e.g., Gilman, Huebner, & Furlong, 2009).…”

Section: Factors Protecting Adolescents From Risk Behaviors and Emotimentioning

confidence: 99%

The configuration protective model: Factors associated with adolescent behavioral and emotional problems

Lenzi

Dougherty

Furlong

et al. 2015

Journal of Applied Developmental Psychology

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a b s t r a c t a r t i c l e i n f oThe current study examined the association between quantity, variety, and configuration of developmental assets with risk behaviors (tobacco and alcohol use) and developing emotional problems (depressive feelings and suicidal thoughts). A sample of 12,040 high school students completed surveys investigating youth health and risk behaviors, and developmental assets. Independent one-step logistic regression analyses showed that adolescents reporting a higher quantity of assets, and possessing them in multiple domains, tended to have a lower likelihood of experiencing behavioral and emotional problems. The negative association between developmental assets and negative outcomes was more consistent when quantity and variety were taken into account simultaneously, thus supporting the configuration protective model. A sufficient amount of strengths, in an adequate number of different domains, seems to provide the strongest protection against negative developmental outcomes. The research and clinical implications of findings are discussed.

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Section: Factors Protecting Adolescents From Risk Behaviors and Emotimentioning

confidence: 99%

The configuration protective model: Factors associated with adolescent behavioral and emotional problems

Lenzi

Dougherty

Furlong

et al. 2015

Journal of Applied Developmental Psychology

View full text Add to dashboard Cite

show abstract

“…Zins, Bloodworth, Weissberg, & Walberg, 2007), így a feltárt védőfaktorok közvetve vél-hetően a tanulmányi sikerességet is támogatják (Reyes, Elias, Parker, & Rosenblatt, 2013). Az eredményesség mutatóit az oktatási reziliencia azonosításában általában sztenderdizált tesztek jelentik, de gyakran megjelenítik a pedagógusok véleményét is a tanulók órai munkája vagy motiváltsága kapcsán, emellett kitüntetett mutatóként kezelik a lemorzsolódást (Padron, Waxman, & Huang, 1999;Rouse, 2001;Wayman, 2002).…”

Section: A Reziliencia éRtelmezési Kereteiunclassified

Reziliencia a magyar oktatási rendszerben egy longitudinális program adatainak tükrében

Tóth¹,

Fejes²,

Patai³

et al. 2016

Magyar Pedagógia

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“…As a newer program for teacher professionals, the importance of learning the program delivery and content is highlighted (Elias, 2006). Zins et al (2004) note that the characteristics of the SEL programming include day to day life skills, recognition of the different dimensions of learning, addressing the social dimensions of learning, paving the foundation to connect with family and community and the development of effective student supports to enable success. In general terms, the SEL program has shown that "83% of such programs produced academic gains" (Zins et al,p.…”

Section: According To the United States Department Of Health And Humamentioning

confidence: 99%

Effect of Self-Regulating Behaviour on Young Children’s Academic Success

Riva¹,

Ryan²

2015

International Journal of Early Childhood Special Education

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The Scientific Base Linking Social and Emotional Learning to School Success

Cited by 523 publications

References 22 publications

The configuration protective model: Factors associated with adolescent behavioral and emotional problems

The configuration protective model: Factors associated with adolescent behavioral and emotional problems

Reziliencia a magyar oktatási rendszerben egy longitudinális program adatainak tükrében

Effect of Self-Regulating Behaviour on Young Children’s Academic Success

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