Search results

Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge.

An explorative qualitative study was conducted to gain insight into parents' perspectives (N = 32) on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews.

A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.

Participants were small in number and mainly female. Therefore, more research is necessary to test the model in other parent populations.

The social-emotional skills students in prevocational secondary education learn at home differ from those targeted in SEL programs. Engaging students’ parents in SEL program implementation is indicated to align the skills taught at home and school. Preparing teachers to implement such programs requires training them on engaging parents from diverse backgrounds.

The study is one of the first providing insight into parents’ perspectives on SEL, the social-emotional skills deemed crucial to master for adolescents, and the roles they view for themselves and school on teaching these skills.

Principal leadership is an important external environmental factor that affects and alleviates teachers' job burnout. The purpose of this paper is to explore the deep internal mechanisms of the influence of principal transformational leadership on teacher job burnout in the context of Chinese teachers.

A cluster sampling method was used to conduct a questionnaire survey on 990 elementary school teachers in 14 primary schools in Beijing. This study uses a structural equation model to analyze the chain intermediary effect of social-emotional competence and the student-teacher relationship between transformational leadership and teachers' job burnout.

The results reveal that transformational leadership has a significant negative predictive effect on teachers' job burnout; this kind of leadership affects teachers' job burnout through a chain intermediary effect of social and emotional competence and student-teacher relationship.

This research has discovered that teacher burnout is the result of the interaction of external environmental and individual internal factors. Transformational leadership, as an external environmental factor, positively predicts the internal social-emotional competence of the teacher, and then the teacher's internal social-emotional competence positively predicts the external student-teacher relationship. Finally, the teacher-student relationship of the external environment negatively predicts the job burnout of internal individual teachers.

Purpose: This chapter will examine and delineate the intersection of social, emotional, and cultural learning with literacy. Shared are promising practices, while encouragement is offered to educators for implementing the discussed practices with fidelity and consistency.

Design: Examined is research to explain the significance and benefits of social, emotional, and cultural learning in literacy. Additionally, promising practices are also identified through the review of existing literature.

Findings: The findings in this chapter indicate that students benefit from curriculum that intersects social, emotional, and cultural learning with literacy.

Practical Implications: Educators should learn how to effectively implement social, emotional, and cultural learning in their literacy classrooms daily. Teacher education preparation programs must examine their curriculum and if needed, revise to include social, emotional, and cultural learning in literacy.

In this chapter, the co-authors contend that the social-emotional dimensions of teaching, learning, diversity, and inclusion are vital to the development of mindful global citizens. Through drawing on both shared and individual experiences within their university context, and tapping into research literature across the fields of education and social neuroscience, they attempt to present a case in support of this claim. The co-authors assert that in order for mindful global citizenship to be cultivated in authentic, optimal ways in university classrooms and co-curricular spaces, teaching and learning must be anchored in relational trust, social-emotional learning/development, and well-being.

This paper aims to examine the relationship between customer networks and intercustomer social support, through the theoretical lens of service dominant logic (SDL). Co-creation and objective performance objectives are analyzed to understand the differential impact of instrumental and social/emotional intercustomer support on performance.

A combination of survey and secondary data were collected within a health-club setting to test hypotheses. The data were analyzed using structural equation modeling.

A customer’s network ties positively impact his/her intercustomer support perceptions, and this relationship is moderated by tie strength. Further, instrumental support impacts objective performance measures, while social/emotional has a greater impact on affective outcomes.

As customers become more connected, it is in the interest of the organization to capitalize on these connections. Future research should investigate what types of programming and marketing can directly enhance the number and types of connections customers form with others.

Service organizations can benefit by fostering environments where customers connect with each other. These connections need not be at a high level; simple, informational connections prove to benefit the organization.

The present research is designed to add to the research on intercustomer support in the service literature. This study investigates network-level antecedents of intercustomer support. Further, this research connects intercustomer support to objective (firm-reported) measures of performance. Last, this research examines intercustomer support through the lens of SDL and investigates its impact on co-creation outcomes.

The contribution of children’s literature to the social-emotional development of children has been recognized across disciplines. Especially picture books, as multimodal texts which communicate with young readers with two codes simultaneously, can be a potential means of fostering empathy in young children (Nikolajeva, 2013). The purpose of this paper is to introduce the program “My BEST friends, the books,” an empirical project (in progress) based on a Book-Based Emotional Social Thinking approach.

This approach is inspired by the Critical Thinking and Book Time approach (Roche, 2010, 2015). The program, based on the scales and competences of the Βar-On (2006) model of social-emotional intelligence, explores the way young readers interpret social-emotional skills when discussing about literary characters in children’s picture books. This paper examines the philosophy, the main characteristics and structure of the program, and presents the first results of the pilot phase.

The initial findings indicate that the design and implementation of such a program is a complex procedure that requires from the researcher to take into consideration various aspects that concern both the material and the participants, but also to step back and let children express their thoughts freely.

Moreover, such discussions allow for understanding how preschoolers interpret the social-emotional skills of literary characters in a critical manner.

Educators who work in K-12 educational settings have only begun to make sense of the many consequences the COVID-19 pandemic has had for students. Months of remote teaching and learning have made one thing quite clear; the academic, physical, and mental health benefits of in-person schooling are difficult to replicate through online learning. The COVID-19 pandemic has elevated the importance of social emotional learning (SEL) as children have experienced substantial reductions in social contact with peers while attending school remotely. Given the profound impact this past year has had on children’s social emotional (SE) health, it has never been more important for educators, parents, and caregivers to support student’s SE health. While it may be tempting to put student’ SE well-being on the back burner as we scramble to make up for lost learning; we stand at a crossroad. We can radically weave SEL into the school day to ensure students continue to develop critical SE skills in a socially distanced world or we can fall back on business as usual.

The purpose of this paper is to empirically test some of the consumer engagement frameworks that have been previously proposed in marketing literature.

Data were gathered via surveys distributed to members of a health club in the USA. Results were analyzed using structural equation modeling.

We found the effects of satisfaction on intercustomer support – the assistance received from other customers within a service setting – to be fully mediated by customer identification. The strength and direction of effects differed based on the type of identification. They also found an effect of satisfaction on customer patronage frequency. This effect was fully mediated by customer–employee identification.

The findings illustrate that, in most cases, intercustomer support can be built and enhanced by focusing on customer identification. Both customer–company and customer–customer identification had a positive effect on social/emotional and instrumental support; however, they did not influence a consumer’s patronage frequency. Conversely, customer–employee identification decreased perceptions of instrumental support, but increased perceptions of social/emotional support and patronage frequency. While the findings indicate that identification with a firm’s employees drives a customer’s patronage, firms must decide if the benefits received from increased patronage are worth the decreased instrumental support.

Past research has demonstrated the benefits of intercustomer support at both the firm and customer level, yet little research has investigated what enhances intercustomer social support in an organization. The research answers this question and illuminates some specific mechanisms that mediate this effect. Additionally, while previous research indicates that intercustomer support drives objective outcomes such as firm performance and loyalty intentions, we instead found these outcomes to be driven by customer–employee identification.

The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management.

During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed.

Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems.

The study was correlational, based on self-report, and had a small sample with no comparison group.

This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation.

This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success.

The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.

There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students.

Case study methods, including interviews, observations and document analysis, were employed.

The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents.

This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.