An empirical basis for linking social and emotional learning to academic performance

Promoting Social and Emotional Learning and Subjective Well-Being: Impact of the “Aislados” Intervention Program in Adolescents

“…First, these results support the effectiveness of the "Aislados" program in improving of some SWB components, partially confirming hypothesis 1. The results are consistent with those found in other studies which have shown efficacy of SEL programs to improve SWB in children and adolescents [1,3,5,15]. These findings provide empirical evidence that reinforce the fundamental purpose of the SEL in the promotion of the quality of life and well-being of people [8,12].…”

“…The European Council considers personal and social skills and learning to learn as key competencies for a successful life in society and of equal importance to the other seven key competencies such as digital or multilingual competencies [4]. Research has shown that the promotion of social and emotional skills in educational contexts provides benefits to adolescent students (e.g., [5]), including a critical aspect during the whole period of schooling, such as academic performance [6,7]. Domitrovich et al [8] have defined social and emotional learning (SEL) as a process through which social-emotional competence develops in five domains: self-awareness, self-management, social awareness, relationships skills, and responsible decision making [1].…”

Development and Validation of Two Questionnaires to Study the Perception of Conflict in Physical Education

“…The influence of current socio-economic, cultural, and educational transformations requires schools to not only promote the academic skills of their students, but also to encourage social skills and relational and emotional well-being as the basis for optimal development of school-age children [ 9 , 10 , 11 , 12 , 13 ]. This is confirmed by different studies [ 14 , 15 , 16 , 17 ], underlining the importance of school children’s current stage of maturation.…”

Effectiveness of an Emotional Intelligence Intervention and Its Impact on Academic Performance in Spanish Pre-Adolescent Elementary Students: Results from the EDI Program

“…Second, trait EI can differentially affect performance by providing an advantage in academic subjects that involve affective-relational issues (for example, literature, and art). Moreover, Panayiotou et al [ 12 ] recently presented an integrative model using a longitudinal sample of 9 to 12-year-old students in England. They found that students with greater social-emotional competence were reported to experience fewer mental health difficulties at Time 2, and this in turn predicted higher academic achievement at Time 3.…”