Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic achievement, religiosity, political orientation, personality

Corcoran, Roisin P.; O’Flaherty, Joanne; Xie, Chaoqun; Cheung, Alan

doi:10.1016/j.edurev.2019.100285

Cited by 17 publications

(11 citation statements)

References 160 publications

(170 reference statements)

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“…Also, the value of p-value >0.05, so the influence of religiosity is insignificant. This finding is supporting previous research [3], [8], but it is in contrast with another [4], [27], [59]. Indonesia society is known to uphold religious value, and Pancasila as state constitution also reflect divine values [57].…”

Section: Discussionsupporting

confidence: 89%

“…Religiosity is known based on shared values, and religious people may have similar ways of judging moral situations because they may follow common ethical principles. However, religiosity only generates conformity to others' ideals rather than an open examination of one's values and beliefs [8]. That being the case, we cannot determine people's moral judgment only based on their religiosity.…”

Section: Discussionmentioning

confidence: 96%

“…Religiosity causes very little variability in moral reasoning which means those variables have no direct effect [3]. [8] also finds an insignificant influence between religiosity and moral reasoning. Another study finds religiosity has a negative relationship with an individual's moral development [1].…”

Section: Religiosity Dan Ethical Perception Of Tax Evasionmentioning

confidence: 92%

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Ethical Perception of Tax Evasion: Determinants and Consequences on Voluntary Tax Compliance

Saragih

Putra

2021

jak

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This study investigates the factors of ethical perception of tax evasion. We also investigate the effect of ethical perception on tax compliance. Surveys were conducted with 291 participants consist of student, lecturer, professional, and business owner from various backgrounds and majors. Our analysis shows a negative and significant effect of idealism, tax knowledge toward the ethical perception of tax evasion, a positive and significant impact of relativism toward the ethics perception of tax evasion, and no significant effect of religiosity and educational level toward the ethics perception of tax evasion. We found that ethical perception is a significant predictor of voluntary tax compliance.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 96%

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Ethical Perception of Tax Evasion: Determinants and Consequences on Voluntary Tax Compliance

Saragih

Putra

2021

jak

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“…It has been stated that conceptualizing and measuring social-emotional learning is complex in previous studies (Corcoran et al, 2020). In this direction, this study can be repeated with measurement tools with different theoretical backgrounds and different social-emotional learning competencies.…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Social Emotional Learning Competencies and Life Satisfaction in Adolescents: Mediating Role of Academic Resilience

Turan¹

2021

IOJES

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Social-emotional learning (SEL) competencies has been the subject of many studies. The purpose of this study was to examine the mediating role of academic resilience in the relationship between adolescents' social-emotional learning competencies and life satisfaction. The study group was composed of 371 adolescents. Self-report measurement tools were used in the study. Structural equation modeling was used to investigate the mediating role of academic resilience in the relationship between social-emotional learning and life satisfaction. As a result of the study, it was concluded that social-emotional learning competencies predicted life satisfaction and academic resilience. Also, academic resilience predicted life satisfaction. As a result of this study, it has been concluded that academic resilience has a mediating effect on the relationship between socialemotional learning competencies and life satisfaction. It is suggested that include academic resilience activities in SEL programs to be developed to increase the quality of life, happiness, well-being and life satisfaction.

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“…Gul and Akcay support the use of a critical thinking framework for addressing SSI in pre-service teacher education [135]. During the decisionmaking process, personal values, morals, ethics and social concerns are taken into account in an explicit or implicit way [63,[136][137][138]. This contributes to the formation of virtue in the learner and can challenge the assumptions of dominant knowledge claims, to support traits such as empathy, care, responsibility, and willingness to take action [39,48,60].…”

Section: Building Critical Scientific Literacymentioning

confidence: 99%

Addressing Education for Sustainable Development in the Teaching of Science: The Case of a Biological Sciences Teacher Education Program

Hogan

O’Flaherty

2021

Sustainability

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Education plays a key role in ensuring that all learners are equipped with the knowledge and skills needed to promote sustainable development. The United Nations Sustainable Development Goals (SDG) set out the key challenges of our time with targets to protect the planet, end poverty, and improve the prospects of all people by 2030. As global challenges including access to healthcare and climate change escalate, the need for action is even more pressing. Education is an enabler of change and presents opportunities to support learners to explore how they can participate in transformative education experiences that focus on building a more sustainable world. Science education provides unique opportunities to explore sustainability given the nature of the discipline, the knowledge it reflects, and its focus on inquiry based pedagogical approaches. This study explores the nature of science as an academic discipline, as it is lived and perceived within the teaching of an undergraduate Science Education (biological sciences) program in a Higher Education Institution (HEI) and its capacity for the integration of Education for Sustainable Development (ESD). An ethnographic informed research design was adopted to document the social culture, perspectives, and practices inherent in the educational setting. Semi-structured interviews were conducted with academics and tutors from the HEI’s Science Department who contribute to the program (n = 11). Focus groups were held with pre-service teachers enrolled on the program (n = 21) and observations from lectures, laboratory sessions, and field trips were carried out. Findings arising from analysis of data point to a strong link between science and society in science education, and the need for learners to develop critical scientific literacy that enables them to meaningfully navigate the multiple perspectives presented in media and public debates relating to sustainability issues. Findings suggest that while sustainability themes permeated some modules in the program, the emphasis was on imparting hard, technical knowledge rather than allowing for the critical exploration of issues. Results also highlight some discipline specific challenges to adopting discursive pedagogical approaches in the science education program. Some ways of understanding these findings are explored.

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Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic achievement, religiosity, political orientation, personality

Abstract: Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic ability, religiosity, political orientation, personality

Cited by 17 publications

References 160 publications

Ethical Perception of Tax Evasion: Determinants and Consequences on Voluntary Tax Compliance

Ethical Perception of Tax Evasion: Determinants and Consequences on Voluntary Tax Compliance

The Relationship between Social Emotional Learning Competencies and Life Satisfaction in Adolescents: Mediating Role of Academic Resilience

Addressing Education for Sustainable Development in the Teaching of Science: The Case of a Biological Sciences Teacher Education Program

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