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To explore the feasibility of utilizing the Bar-On mixed model of emotional–social intelligence as a framework for the competencies and traits needed for reference and information services librarians. Through a survey of the literature, the author created a baseline list of competencies, which was compared and contrasted with the abilities, traits, and competencies that comprise the Bar-On model of emotional–social intelligence. The author conducted a pilot study with a small group (n = 10) of reference and user services librarians who took the EQ-i 2.0. The competencies and traits of reference and user services librarians identified in the literature compare favorably with those measured by the EQ-i 2.0. Overall, a majority of the participants (70%) obtained a total score on the EQ-i 2.0 in the mid or high range. Composite scales with the highest overall mean scores were decision-making and self-perception. Subscales with the highest scores included the following: impulse control, self-actualization, social responsibility, problem solving, and reality testing. As a pilot study, it was conducted using a small population of academic reference and user services librarians. Further research should be conducted utilizing a larger population of reference and user services librarians or librarians who have been recognized as exemplary in reference librarianship. The findings of this study could assist pre-service and in-service reference and user services librarians in further developing their emotional–social intelligence competencies and abilities by identifying areas where improvements could occur.

The concept “emotional intelligence” (EI) resonates in the business world and many authors have called for more research that clearly conceptualizes it. Within the controversy of defining EI, the behavioral approach, defining and measuring EI in terms of competencies, has not received much attention. The aim of the present chapter is threefold: (1) to propose a new structure of emotional and social competencies that is useful within organizational settings; (2) to discuss a comprehensive model of emotional competencies within organizational contexts that includes personality, emotional and social competencies, and performance; and finally (3) to draw its implications for practitioners.

The need for social and emotional learning (SEL) has never been so clear. The growing understanding of its benefits has been made more evident by the stronger focus of state, district, and school leaders, educators, and families to leverage SEL as a strategy to promote emotional well-being, to combat systemic and interpersonal inequities, and to engage students in positive learning environments. With this urgency to use SEL practices, now is the time to ensure a focus on creating environments and experiences that promote social and emotional development and deepening understanding of the motivational factors that promote student and adult success. Motivation researchers have been studying the motivational elements – and associated interventions – that better equip youth and adults to engage in their learning environments, suggesting the importance that the two fields learn with and from each other. The introductory chapter of the volume, Motivating the SEL Field Forward Through Equity, explores the intersections and accelerators of the two fields to create optimal learning environments and experiences for all youth. Specifically, we provide a high-level overview of the two fields, including ways each field takes into account personal development in relation to context and culture. We further explore ways in which the two fields intersect, elevating the importance of understanding the role of equity and excellence in research and practice. We then focus on one approach that we believe elevates equity of voice in research – research–practice partnerships. Finally, we highlight how this volume is organized.

Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.

Research has extensively underlined the positive impact of emotional, social and cognitive competencies on leadership effectiveness. Despite the fact that literature acknowledges that these competencies can be learned from different experiences over a person’s lifetime, research has mainly focused on leadership development in adulthood. Through the case study of the Ca’ Foscari Competency Centre, this chapter advances the understanding on how higher education can favour leadership development at the early stage, in terms of identity formation and self-regulation, through the implementation of the intentional change theory, considering that this learning process varies according to different developmental trajectories.

Social and emotional learning (SEL) is an important driver of student well-being, academic achievement, and future success. Despite decades of work on motivation theory and frameworks to promote student motivation and achievement outcomes, connections between motivation and recent frameworks and measures of SEL could be stronger. The purpose of our chapter is to help address this shortcoming. First, we begin by reviewing which theories of motivation currently appear in major SEL frameworks. Second, we introduce how a more comprehensive theory of motivation (based on an expectancy–value–cost framework) could be incorporated into SEL frameworks to advance their overall impact. Third, using examples from our ongoing research in STEM classrooms, we show how a broader knowledge of motivation can inform practitioners on how to promote key SEL competencies and subsequent achievement and engagement for students, especially to address inequities for historically marginalized and minoritized students. Finally, we close with recommendations for future directions for research and practice.

A vast and comprehensive body of research highlights the importance of motivation for academic outcomes. More recently, researchers and educators are increasingly becoming aware of the importance of motivation for social and emotional outcomes. In the current chapter, it is argued that motivation is a core component of social and emotional competence because such competence must be actively and willfully applied to have a positive impact on the individual and those around them. Motivation is essential for this application. In this chapter, three well-known motivation constructs are presented as playing a role in promoting positive social and emotional outcomes: social goals, growth mindsets, and autonomous motivation. Then, attention is narrowed down to an in-depth consideration of autonomous motivation and its role in a recently developed conceptual model that articulates the instructional, motivational, and behavioral factors and processes implicated in social and emotional development (Collie, 2020). The conceptual model highlights that instructional practices promote students' perceptions (of autonomy, competence, and relatedness) and, in turn, their autonomous motivation and enactment of socially and emotionally competent behaviors. The chapter concludes with implications for practice and research.

The quality of students' relationships with their teachers plays a significant role in their success in school. Social and emotional learning (SEL) curriculums show great promise for supporting student development. However, quality implementation requires that teachers recognize and understand how their behavior and interactions with students impact the development of these skills. The Prosocial Classroom Model proposes that teacher social and emotional competencies (SECs) play a critical role in creating and maintaining a classroom where everyone feels safe, connected, and engaged in learning. In this chapter, we extend the understanding of SEC to include leadership styles as defined by evolutionary motivational systems theory. We argue that a critical dimension of effective SEL instruction and teacher SEC is effective leadership that skillfully applies an understanding of the social and emotional dimensions of classroom interactions that promote motivation, engagement, and learning. Implications for educational theory, policy and practice, and research are discussed.

The importance of humans to the successful delivery of construction projects has led to the emergence of research attention on construction workforce management. As such, this chapter uncovers emotional intelligence (EI) and the external environment as critical aspects of workforce management practices that have not gained substantial attention in past workforce management studies. While some theories and models (existing outside the construction domain) have considered the external environment, none of these models is specific to the construction industry. Furthermore, EI has received less attention within existing workforce management models. Through a review of related studies and theories, this chapter noted that the EI of construction workers and their senior management is crucial to the performance of these workers and the ultimate performance of their organisations. In the same vein, since construction organisations do not operate in silos, the external environment significantly influences the operations of organisations in the construction industry. The environment exact pressures that can influence workforce management practices and technological innovations construction organisations adopt.