Long-Term Effects of Social-Emotional Learning on Academic Skills: Evidence from a Randomized Trial of <i>INSIGHTS</i>

McCormick, Meghan P.; Neuhaus, Robin; O’Connor, Erin; White, Hope I.; Horn, E. Parham; Harding, Sam; Cappella, Elise; McClowry, Sandee

doi:10.1080/19345747.2020.1831117

Cited by 12 publications

(7 citation statements)

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“…Moreover, ignoring a child’s temperament may lead to their frustration and a defensive stance towards learning [ 158 ] and cause misinterpretation of feelings such as frustration as disobedience [ 65 , 159 ]. Several intervention programs [ 160 , 161 , 162 ] and scientific projects [ 64 , 163 ] have already demonstrated the effectiveness of tailoring education to pupils’ temperament. Their incremental value can be seen through the various benefits for parents, children and teachers as follows: (1) It enabled parents to understand the basics of child’s tentatively differentiated behavior in home and school.…”

Section: Discussionmentioning

confidence: 99%

Temperament and Academic Achievement in Children: A Meta-Analysis

Nasvytienė

Lazdauskas

2021

EJIHPE

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This study aimed to systematize the diverse and rather controversial findings of empirical research on the relationship between the temperament and academic achievement of school children, as well as to determine the average effect size between these variables. We included 57 original studies of published and unpublished research conducted in 12 countries between 1985 and 2019, with cumulative sample size of 79,913 (varying from 6333 to 14,126 for links between particular temperament dimensions and specific domains of achievement). A random-effects and mixed-effects model was fitted to the data for the central tendency of the temperament–achievement relation and for analyzing moderators, respectively. The high heterogeneity of studies was tackled by selected specific moderators, namely, education level, transition status, family’s socio-economic level, and sources of report on achievement and temperament. The main findings of this meta-analysis affirmed the positive association of effortful control (EC) and inverse relationship of negative affectivity (NA) with a child’s academic performance, together with no apparent trend of surgency (SU) in this relationship; additionally, the sources of report significantly moderated the link between temperament and academic achievement.

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Section: Discussionmentioning

confidence: 99%

Temperament and Academic Achievement in Children: A Meta-Analysis

Nasvytienė

Lazdauskas

2021

EJIHPE

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“…Previous work demonstrated the importance of the promotion of social and emotional skills (Durlak et al, 2011;McCormick et al, 2020;Taylor et al, 2017) and COVID-19 gave us an opportunity to get a first glance on the potential contribution of SES in coping with the challenges introduced by this exceptional context. In Portugal, the initiative Gulbenkian Academies for Knowledge (GAK) has been preparing children and youth for the uncertain and rapidly changing world, helping them to develop skills that allow them to deal with complex problems, and increasing their opportunities for achievement.…”

Section: Discussionmentioning

confidence: 99%

“…There is clear evidence on the association between a sustainable and resilient development trajectory on human lives and economic, environmental, and social progress (OECD, 2020a). Social and emotional skills (SES) are increasingly recognized as crucial for healthy and inclusive societies (Durlak et al, 2011;McCormick et al, 2020;Taylor et al, 2017). Recent studies have shown that an increase in SES in children and young people is related to a decrease in mental health problems, a decrease in school failure and school dropout, and better living conditions in adult life, such as better jobs, higher income (Chernyshenko & Kankaraš, 2018;Greenberg et al, 2017) and higher social justice (Muñiz, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Bigger the Storm, the Bigger the Strength: Did Social and Emotional Skills (SES) Make a Difference on a COVID-19 Lockdown Scenario Among Children and Young People?

Lemos¹,

Saraiva²

2021

JEL

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Little is known about the emotional experience of children and young people during lockdown, their coping strategies on COVID-19 pandemic context and their influence on the emotional state when dealing with the challenges associated with lockdown. In this study, 1031 children and young people (865 aged 8-15 years old and 166 aged 16-25 years old) answered an online self-report survey, specifically designed to assess the perceived potential contribution of SES learned/developed in the Gulbenkian Academies for Knowledge—a national initiative—in coping with the consequences of the context of the COVID-19 pandemic during the Portugal first lockdown. There are three main findings. First, the prevalent emotional pattern was predominantly negative (53.7%) for the younger participants (most frequent emotions: boredom 66.9%; worry 47.8%) and predominantly positive (52.0%) for the older participants (most frequent emotions: boredom 70.1% and tranquillity 52.6%). Second, school activities (25.2%, 8-15 subsample; 32.7%, 16-25 subsample) and self-knowledge and self-regulation activities/strategies (24.8%, 8-15 subsample; 20.0%, 16-25 subsample) were the most frequently reported by participants from both subsamples and that this has significantly interfered with their emotional state: among 8-15 subsample, they reported feeling more excited, more calm, more optimistic and more hopeful; among 16-25 subsample, they reported feeling more cheered up, more optimistic, more quiet and more hopeful. Culinary and horticultural activities predict about 4% the possibility of feeling hope, sadness, optimism, irritation, and worry (8-15 years old) and school activities contribute about 17% to the explanation of the emotional states of sadness and optimism (16-25 years old). Third, both the younger and the older participants showed a medium-superior level of socio-emotional skills and those SES predict about 20% the possibility of feeling optimistic, irritation, sad, hopeful, and bored (8-15 years old) and about 12% the possibility of feeling sadness (16-25 years old). The potential of social and emotional skills in exceptional circumstances and vulnerabilities are discussed.

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“…En la literatura científica, se ha incrementado el interés por la promoción del aprendizaje emocional desde la primera infancia, esto avalado por décadas de investigación que atribuyen a esta formación el bienestar multidimensional de las personas de todas las edades (Mondi, Giovanelli y Reynolds, 2021). Es por lo mismo que muchos estudios han focalizado sus esfuerzos en la creación y difusión de programas de intervención preventiva que favorecen el desarrollo emocional en el estudiantado de educación infantil, primaria y se-cundaria (Bywater et al, 2011;Domitrovich et al, 2017;Gol-Guven, 2017;Hawkins et al, 2008;Lewis et al, 2021;Lochman y Wells, 2003;McCormick et al, 2020;Raimundo, Marques-Pinto y Lima, 2013;Taylor et al, 2017;Welsh et al, 2020, entre otros).…”

Section: Introductionunclassified

Percepción docente del programa Cloud9World para la educación emocional

Martín

Pastén

López

et al. 2023

rieeb

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La educación emocional es un proceso que recae en las escuelas y más específicamente en el profesorado, motivo por el cual se debe apoyar a los docentes, haciéndoles conscientes de la importancia de incluir este tipo de formación en la escuela y asimismo ofrecerles herramientas adecuadas para implementar el proceso de aprendizaje de manera exitosa. El objetivo de este estudio fue describir las valoraciones docentes sobre el programa educativo Cloud9World de educación emocional, una vez implementado en los centros educativos de educación básica. Este programa cuenta con una gran variedad de opciones pedagógicas, emplazadas en una plataforma en línea. Las valoraciones vertidas por los docentes acerca del programa Cloud9World son presentadas a partir de seis categorías: 1) apreciación global, 2) beneficios del programa, 3) aprendizajes alcanzados, 4) aspectos relevantes, 5) actividades significativas y 6) desafíos y proyecciones. Al respecto es posible indicar que las escuelas implicadas en el estudio valoran positivamente la educación emocional, así como también valoran contar con los recursos de Cloud9World, los cuales favorecen la concreción de la educación emocional en la escuela de una manera integrada, transversal y con el apoyo de las familias, siendo estos elementos importantes para el logro de un desarrollo integral de la personalidad.

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Long-Term Effects of Social-Emotional Learning on Academic Skills: Evidence from a Randomized Trial of INSIGHTS

Cited by 12 publications

References 51 publications

Temperament and Academic Achievement in Children: A Meta-Analysis

Temperament and Academic Achievement in Children: A Meta-Analysis

The Bigger the Storm, the Bigger the Strength: Did Social and Emotional Skills (SES) Make a Difference on a COVID-19 Lockdown Scenario Among Children and Young People?

Percepción docente del programa Cloud9World para la educación emocional

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