جستجوی مقالات مرتبط با کلیدواژه « social-emotional learning » در نشریات گروه « علوم تربیتی »

In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional “rationalist” views of education. Therefore, this study aimed to evaluate the effectiveness of emotional words training (RULER) on improving the emotional intelligence in primary school students.

The research was a semi-experimental study with pre-test and post-test and had a control group. A sample of 40 sixth grade students was selected from the population of elementary students in Tabriz city in the academic year of 2022-2023 and randomly assigned to two groups of 20. Research tools include; emotional intelligence questionnaire and ruler training package. The experimental group received 25 sessions of the emotional words training program. The data obtained from the research in three stages; It was collected before the intervention, after the intervention and two months after the intervention and was analyzed by mixed variance analysis and Bonferroni follow-up test.

The results showed emotional words training program had a positive and significant effect on emotional intelligence and its components.

Based on the findings, teaching emotional words can be used as an evidence-based method to strengthen emotional intelligence skills in schools.

This study aimed to investigate the mediating role of school connectedness in relationship between social-emotional learning and bullying victimization. This study was a correlational descriptive one. Its statistical population included all boy and girl high school students in Khaf in the academic year 2021-2022, among whom 364 individuals (190 girls-174 boys) were finally selected by Random cluster sampling method. Social-Emotional Learning Scale (CASEL, 2008), School Connection Scale (Brown and Evans, 2002), and Multidimensional Peer-Victimization Scale (Maynard and Joseph, 2000) were used to collect data. The structural equation modeling method was used by AMOS software version 24. The results showed that social-emotional learning had a direct and significant effect on school connectedness and victimization. School connectedness also had a direct and significant effect on victimization and mediates the relationship between social-emotional learning and victimization; in a way that social-emotional learning while creating desirable environments and effective relationships, reduces the victimization of students through improving school connectedness. It is suggested that to reduce victimizatio, school-oriented social-emotional learning programs should be developed by the planners and administrators of education to improve effective social skills in students and strengthen the school connectedness in the students at the same time, and can decrease the victimization.

This study explored the potential relationship between personal best goals and social-emotional learning with academic engagement. Also, the mediating role of academic buoyancy was tested in these relationships. The participants were 350 high school students in Ahvaz who were selected by multi-stage cluster sampling method and completed the instruments of the best personal goals, socio-emotional competencies, academic buoyancy and academic engagement. The validity and reliability of the instruments were confirmed by confirmatory factor analysis and Cronbach's alpha coefficient. The results of structural equation modeling showed that the best personal goals and socio-emotional learning to have a direct and significant effect on academic engagement. Moreover, the findings indicate that academic buoyancy has a direct and positive relationship with academic engagement. In addition, academic buoyancy played a significant mediating role in the relationship between the best personal goals and socio-emotional learning with students' academic engagement. In general, the results indicate that the best personal goals and socio-emotional learning directly and through the mediation of academic buoyancy can help increase the academic engagement of adolescent students. Educational and practical implications are discussed.

Abstract The purpose of this study was to compare the effectiveness of two methods of teaching quality of life in parents and teaching social emotional learning of students on reducing the symptoms of conduct disorder in students. This research was semi-experimental design with pretest-post test design with control group. The statistical population of this study was all male students of fourth, fifth and sixth grade students with conduct disorder in Shiraz in academic year of 96_97. The research sample consisted of 45 students who were selected by cluster random sampling and randomly divided into three groups. The first experimental group was the parents of 15 students who received the quality of life therapy program in 8 sessions of 2 hours. The second experimental group received 15 conduct disorder students who received the social emotional training program in 8 sessions per hour. And the third group of control that students and their parents did not receive any training. After performing educational interventions, the CSI-4 questionnaire was completed as a post-test by parents. In data analysis, co variance analysis was used. Based on the results, in the experimental groups, there was a significant decrease in the symptoms of conduct disorder in comparison with the control group in the post-test. Both interventions have had a positive effect on the improvement of symptoms of conduct disorder. But intervention by students' social-emotional learning method was more effective than education in quality of life in mothers.

The aim of current research was to study the early interventions Social - Emotional Learning in elementary school children. In the same vein, a systematic review study method with use of the Social - Emotional Learning and elementary school children and early interventions key words from web the Data (Pupmed, Springer, ProQuest, Scopus, Elsevier, Science direct, Google Scholar, Magiran), between 2007-2019 was conducted in accordance with research objectives to executed current study. Results revealed that from 18 research was published most of them (14 studies) have been performed on 10 to 11 years old with 4-5 grade subjects with math disorder. Experimental studies (16 studies) are the most frequent among different types of studies. The early interventions Social - Emotional Learning in elementary school children revealed that in self-control, self-awareness, social-awareness, Social relationship, responsible dictions-making and self-monitoring. The results of these studies are associated with deficiencies in self-control, self-awareness and self-monitoring and nit deficiencies in social-awareness, Social relationship, responsible dictions-making in in elementary school children

The purpose of this study was to determine the effect of social-emotional learning (SEL) training on academic procrastination and communication skills in female students.The statistical population consisted of eighth grade female students in one of the high schools of district 14 of Tehran in the school year of 2018-2019 with 180 students and 30 students who were selected by Simple Random Samplingand were randomly divided into experimental and control groups.The experimental group received SEL training for 12 sessions.The research method was quasi-experimental with pretest-posttest with experimental and control group with follow-up period and data gathering tool was Solomon & Rothblum (1984) procrastination questionnaire and Queendom (2004) communication skills.The findings were analyzed by one-way and multivariate analysis of covariance tests and dependent t-test using SPSS25 software. The results of analysis of covariance showed that there was a significant difference between the mean of experimental and control groups in academic procrastination scores. Results of dependent t-test showed that there was no significant difference between post-test and follow-up scores. In other words, SEL training has a significant and lasting effect on academic procrastination of female students. The results also showed that there was no significant difference between the mean of experimental and control groups in communication skills scores. In other words, SEL training had no significant effect on the communication skills of female students.

Emotional literacy refers to the ability to understand emotions, listen to others, sympathize and empathize with their emotions, and be able to express emotions; in other words, emotional literacy involves the ability to understand, express, and manage one's emotions and respond to other people's emotions. According to previous research, this skill has a positive effect on students 'academic achievement, helps students adapt to the school environment, reduces students' disruptive behaviors, and promotes student-teacher relationships and peer relationships. Also, the positive effects of emotional literacy include improving relationships, feelings of friendship and cooperation between people, and the consequences of low emotional literacy include poor relationships, low emotions, and low self-esteem, and inappropriate mood. Teachers play an important role in students 'emotions, and their teaching has an effect on students' positive and negative emotions. Given that emotional literacy is a skill, it can be said that learning this skill can be related to variables related to teacher teaching in elementary school, because the primary school teacher is in a unique situation that his behavior helps to the emotional and social development of students. Teachers, in essential skills such as accepting negative emotions and coping with them, act as models for children. In managing the social and emotional classroom, teachers use self-regulation, self-monitoring, and social skills in classroom settings, and this has been shown to reduce the negative social interactions of the classroom and increase students' academic achievement. In social-emotional classroom management, teachers use self-regulation, self-monitoring, and social skills in classroom settings, and this has been shown to reduce the negative social interactions of the classroom and increase students' academic achievement. Many teachers believe that social-emotional learning is very important; they believe that schools should play an active role and that current academic demands reduce the opportunity for social-emotional learning. Teachers can regulate their excitement in healthy ways that facilitate the positive consequences of the class without compromising their health. In other words, when teachers experience their mastery of these social and emotional challenges, teaching becomes more enjoyable and more effective. Teacher-student interaction is often characterized by teacher-student closeness and conflict. The teacher-student closeness is defined as the degree of "positive interaction, communication, and warm feelings between learners and teachers". Teacher-student conflict is defined as the degree of "negative interaction and negative impact" between learners and teachers. Students who have a closeness relationship with their teachers have shown better cognitive skills in language and math. Students whose relationships with teachers are determined by conflict are more likely to exhibit behavioral problems and are likely to exhibit less behavioral competence. No research has been done on the relationship between classroom management based on socio-emotional learning and emotional literacy of students, but research has shown that direct education is the highest rate of teaching among teachers, which is associated with low levels of positive emotions and high levels of fatigue in students. Emotional-based social learning programs that aim to increase classroom management skills in teachers improve students 'problem-solving and anger management skills and facilitate students' acquisition of social skills; in addition, these programs facilitate teacher-student interaction. One meta-analysis showed that classroom management skills affect students' academic, emotional, and behavioral outcomes. Elsewhere, the social-emotional learning of the classroom environment has been shown to have a positive effect on students' social and emotional skills, attitudes, behavior, and academic performance. It has also been suggested that teacher classroom management influences students' interests and motivation. Also, no research has been reported on the relationship between teacher-student interaction and students 'emotional literacy until the study was conducted, but related research has confirmed the teacher-student interaction with students' emotional intelligence. Research has shown that when students have a close relationship with the teacher, they are actively involved in classroom activities, and the teacher's positive attitude toward students has a positive effect on their self-regulatory behavior (one of the dimensions of emotional literacy). In addition, another study found that teacher-student relationship was positively associated with students' social skills (an emotional literacy dimension). Other research has shown that a better and much closer teacher-student relationship is associated with increased motivation (an emotional literacy dimension) of students. The results of a study also show that teacher-student conflict in the United States and of teacher-student closeness education in Turkey are significantly related to students' self-regulation (an emotional literacy dimension). The aim of this research was to investigate the relationship between classroom management through social and emotional learning and teacher-student interaction with emotional literacy in elementary students in the academic year of 2018-2019. The research method was descriptive-correlation. The statistical population of the study consisted of all elementary teachers in Malayer city. The sample size was 247 elementary teachers selected by stratified random sampling. Each teacher randomly completed questionnaires for 3 students in their class. Data were collected using Socio-Emotional Classroom Management, Teacher-Student Relationship scale, and Teacher Version Emotional Literacy Assessment Instrument. Pearson correlation and multivariate regression by the stepwise method were used to analyze the data. The results indicated a positive relationship between socio-emotional classroom management and its dimensions with emotional literacy. There was also a positive relationship between teacher-student closeness with emotional literacy and a negative relationship between teacher-student conflicts with emotional literacy. According to the results of regression, the contribution of emotional social class management and teacher-student closeness in predicting emotional literacy was positive and significant. It can be said that when teachers in the classroom use classroom management based on socio-emotional learning, they will play a major role in instilling a sense of cohession among students and realizing the potentials and identity formation of students. Appropriate behavior with students in the classroom, creating a classroom with social and emotional security as well as building self-confidence and motivation in students in an effort to achieve personal can increase students' emotional literacy. The teacher-student relationship is likely to increase the teacher's emotional state to the students, and because students feel good about this close relationship, they try to express the right emotions in the classroom and positive feedback from the teacher led to these emotion expressions, which leads to an increase in emotional literacy. Based on the findings, it is suggested that socio-emotional classroom management be taught to teachers and that teacher-student relationship be included in in-service teacher programs.

The aim of the present study is to provide a pattern of religious training curriculum the aim of this paper is study of attributes curriculum based on the Social-Emotional learning from the perspective of female teachers in region one in Kerman city. This study is an applied research which has been performed with descriptive-survey method. The statistical population of this study included female teachers of religion in high schools during 95-96 in Kerman (188 persons). The study samples equal to 126 persons. Schools were selected by random single-stage cluster sampling. Research tools included curriculum researcher-made questionnaire based on Social-Emotional learning that is acceptable reliability of 0.94. Validity of the instrument confirmed through experts’ point of views. Research data analysis in descriptive statistic and inferential statistic level was done by using SPSS23 software and structural equation modeling method was administered by using AMOS23 software. The results of this study indicate that the strength of relation between factor (religious curriculum based on Social-Emotional intelligence) and perceptible variable (goals, contents, teaching-learning activities and assessment) are optimum. There fore it can be said that these four components were well capable of measuring hidden variable. Among these four components, teaching-learning activities with the highest process coefficient of 0.95 and goals with lowest process coefficient of 0.51 and among four sun-components are model explaining.

The present study aims at comparing the social-emotional learning and social skills of the students of the public and bag at school private school’s using a descriptive casual-comparative method. The participants of the presents study consist of the five and fourth grade students of public and bag at school private elementary school’s of Isfahan in the years 1388-1389. For the purpose of this study 157 students were chosen in a multistage random cluster sampling way. To collect data, Coryn et als (2009) Questionnaire of social-emotional learning as well as Gresham & Elliott (1990) social skill models. The results of the study showed that there is a meaningful difference In the social-emotional learning of the bag at school and public school’s students. Regarding social - emotional components (self-regulation, peer relationship, Task articulation), there is a meaningful difference in the self-expression aspect. Regarding the task articulation and peer relationships, no meaning difference was observed. Furthemore the result showed the there is a meaningful difference between social skill of students of bag at school and public school’s. Regarding the social skill components (cooperation, expression, empathy, self- control), there is a meaningful difference in self-expression and self-control aspect. no meaningful difference was observed regarding the cooperation and empathy components. The result of the study also demonstrate that there is a significance difference in the social– emotional learning of the bag at school and public school’s student based on their gender in the aspect of their peer relationship, It means that girl students in comparison with boy students got higher scores with respect to peer relationship component. No significance difference was observed in the social skills of the bag at school and public school’s students based on their gender.