Practitioner-Focused Research: How Important is Personal/Social Development to Academic Achievement? The Elementary School Counselor's Perspective

Barna, Jennifer S.; Brott, Pamelia E.

doi:10.5330/prsc.14.3.044367l82131qj00

Cited by 15 publications

(1 citation statement)

References 18 publications

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“…From the concept of emotional intelligence, it can be extracted that it is closely linked to emotional well-being [5,8,9]. It has also been shown that both emotional and social development are important in academic performance to such an extent of finding statistically significant correlations between emotional intelligence and academic performance [10] in primary education [11]; secondary education [12][13][14][15][16]; as well as among university students [17,18]. These findings are justified by stating that emotional intelligence favours the deployment of essential socio-emotional skills for school learning and, on the other hand, reduce the possibility of disruptive behaviours that hinder academic learning [19].…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

et al. 2020

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Emotional intelligence skills in students may be related with physical and mental health, within and outside the academic field. Strengthening these skills can lead to greater overall well-being, lower use of substances, and improved academic performance, as well as reduced aggressive behaviours. The objective of this study was to analyse the levels of emotional intelligence (differentiating between the dimensions: emotional Attention, Clarity, and Repair) among high school students and examine its relationship with academic performance and emotional well-being, considering if there are differences between boys and girls and between different grades. A cross-sectional descriptive study was developed on a sample of 333 High School students using the Trait Meta-Mood Scale (TMMS) and KIDSCREEN-10 Index tools. Differences in emotional intelligence were observed between boys and girls for the three dimensions, and a relationship between emotional intelligence and student well-being was appreciated. No relationships were found between emotional intelligence and academic performance, nor have any differences been observed between the different courses analysed. It cannot be concluded that academic performance is related to emotional intelligence, but a relationship between well-being and emotional intelligence is found.

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Section: Introductionmentioning

confidence: 99%

Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

et al. 2020

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Problematizing Mindfulness with the Creative Production of Self

Friedman¹

2016

Youth Work, Early Education, and Psychology

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School Counselors Perspectives of the Barriers and Facilitators Associated with their Involvement in the Childhood Obesity Epidemic

Larrier

Kijai

Bakerson

et al. 2012

American Journal of Health Education

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Background: Childhood obesity has become a public health priority in the U.S. and is linked to a number of significant comorbidities including asthma, sleep apnea and depression. In addition, there is an increase in social isolation and peer victimization. Purpose: the purpose of this study was to explore Professional School Counselors (PSC) perceptions of the role they play in childhood obesity. Specifically, some of the barriers and facilitators that influence PSCs' participation in the fight against childhood obesity were examined. Methods: An electronic survey was completed by 1088 (eight percent response rate) practicing K-12 school counselors nationwide. Results: About two-thirds of the professional school counselors in this study reported that working with students who present with obesity-related issues was part of their role and function. Another 81.3% stated that among three major barriers, lack of time was the most significant factor that prevented PSCs from working with students with obesity related issues. On the other hand, 90% of the PSCs in this study stated that they would be more involved in prevention/treatment of obesity related issues if they received more requests from parents, teachers and students with obesity related issues. Discussion: Childhood obesity continues to plague our nation's children with consequences that extend well beyond the physical health of the student. Its impact is seen and felt in the thousands of classrooms across the U.S. The fight to eradicate childhood obesity can be broadened to include a well-trained and underutilized resource in the schools-professional school counselors. School counselors in this study suggested that given the opportunity and the resources they would become more engaged in the fight against childhood obesity. Translation to Health Education Practice: The findings of this study have implications for medical and health education practitioners in that they have additional allies in a setting where children and adolescents spend most of their day. PSCs are well-trained, uniquely positioned stakeholders who are willing and capable of collaborating with parents, students, medical personnel, and public health officials and workers.

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Practitioner-Focused Research: How Important is Personal/Social Development to Academic Achievement? The Elementary School Counselor's Perspective

Cited by 15 publications

References 18 publications

Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

Problematizing Mindfulness with the Creative Production of Self

School Counselors Perspectives of the Barriers and Facilitators Associated with their Involvement in the Childhood Obesity Epidemic

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