Social and Emotional Learning: Research, Practice, and Policy最新文献

英文中文

Erratum to Effects of the Tools for Getting Along curriculum on teachers' reports of elementary students' executive functions, social-emotional skills, and behavior problems” [Social and Emotional Learning: Research, Practice, and Policy 4 (2024) 100070] 《相处工具课程对教师小学生执行功能、社会情感技能和行为问题报告的影响》[社会与情感学习：研究、实践与政策4 (2024)100070]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-15 DOI: 10.1016/j.sel.2025.100149

Elisa B. Garcia , Michelle W. Woodbridge , W. Carl Sumi , S. Patrick Thornton , Jennifer Nakamura , Xin Wei , Stephen W. Smith , Ann P. Daunic

引用次数: 0

Erratum to “High school students’ conceptualizations of kindness: A mixed-methods portrait” [Social and Emotional Learning: Research, Practice, and Policy 5 (2025) 100089] “高中生对善良的概念化：一种混合方法的肖像”的勘误[社会和情感学习：研究，实践和政策5 (2025)100089]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-15 DOI: 10.1016/j.sel.2025.100152

John-Tyler Binfet , Rebecca J.P. Godard , Freya L.L. Green , Amelia A. Willcox

引用次数: 0

Erratum to “What do parents know about social-emotional learning in their children’s schools? Gaps and opportunities for strengthening intervention impact” [Social and Emotional Learning: Research, Practice, and Policy 4 (2024) 100065] 对“父母对孩子在学校的社交情绪学习了解多少？”社会与情感学习：研究、实践与政策4 (2024)100065

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-15 DOI: 10.1016/j.sel.2025.100148

Alison L. Drew , Kimberly A. Rhoades , J. Mark Eddy , Amy M. Smith Slep , Tia E. Kim , Cailin Currie

引用次数: 0

Teachers who use cognitive reappraisal to manage their emotions are more forgiving of others 使用认知重评价来管理自己情绪的教师更能原谅他人

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-15 DOI: 10.1016/j.sel.2025.100158

Zachary T. Schornick, Summer S. Braun

Given that both effectively managing one’s emotions and maintaining healthy relationships is of particular importance to those in the teaching profession, the present study examined the association between teachers’ emotion regulation strategies and their tendency to forgive others. Data from 516 Kindergarten-12th grade teachers were analyzed to address the following research questions: RQ₁) Is teachers’ use of cognitive reappraisal associated with their tendency to forgive? And RQ₂) Is teachers’ use of expressive suppression associated with their tendency to forgive? Teachers’ use of cognitive reappraisal positively predicted their tendency to forgive others, while expressive suppression was not associated with teachers’ tendency to forgive. This line of inquiry expands the field’s understanding of adult social and emotional learning by investigating the association between key social and emotional competencies in teachers, providing insight into the skills underlying teachers’ conflict management strategies.

Impact statement

Results from the present study suggest that teachers’ use of cognitive reappraisal, a healthy emotion regulation strategy, predicts teachers’ dispositional forgiveness towards others, and provide initial evidence that teachers’ emotional competencies may predict their social competencies. These results expand the field’s understanding of the interplay between adults’ social and emotional competencies and further the field’s understanding of the contributors to teachers’ social and emotional learning.

鉴于有效地管理自己的情绪和维持健康的人际关系对教师职业来说尤为重要，本研究考察了教师情绪调节策略与其宽恕他人倾向之间的关系。我们分析了516名幼儿园至12年级教师的数据，以解决以下研究问题：RQ1)教师使用认知再评价与他们的宽恕倾向有关吗？RQ2)教师使用表达抑制是否与他们的宽恕倾向有关？教师使用认知重评正向预测其宽恕倾向，而表达抑制与教师宽恕倾向无相关。通过调查教师的关键社会能力和情感能力之间的关系，这条调查线扩展了该领域对成人社会和情感学习的理解，为教师冲突管理策略的基础技能提供了见解。本研究结果表明，教师使用认知重评这一健康的情绪调节策略可以预测教师对他人的宽恕倾向，并为教师的情绪能力可以预测其社会能力提供初步证据。这些结果扩大了本领域对成人社会能力和情感能力之间相互作用的理解，并进一步加深了本领域对教师社会和情感学习的贡献者的理解。

{"title":"Teachers who use cognitive reappraisal to manage their emotions are more forgiving of others","authors":"Zachary T. Schornick, Summer S. Braun","doi":"10.1016/j.sel.2025.100158","DOIUrl":"10.1016/j.sel.2025.100158","url":null,"abstract":"<div><div>Given that both effectively managing one’s emotions and maintaining healthy relationships is of particular importance to those in the teaching profession, the present study examined the association between teachers’ emotion regulation strategies and their tendency to forgive others. Data from 516 Kindergarten-12th grade teachers were analyzed to address the following research questions: RQ<sub>1</sub>) Is teachers’ use of cognitive reappraisal associated with their tendency to forgive? And RQ<sub>2</sub>) Is teachers’ use of expressive suppression associated with their tendency to forgive? Teachers’ use of cognitive reappraisal positively predicted their tendency to forgive others, while expressive suppression was not associated with teachers’ tendency to forgive. This line of inquiry expands the field’s understanding of adult social and emotional learning by investigating the association between key social and emotional competencies in teachers, providing insight into the skills underlying teachers’ conflict management strategies.</div></div><div><h3>Impact statement</h3><div>Results from the present study suggest that teachers’ use of cognitive reappraisal, a healthy emotion regulation strategy, predicts teachers’ dispositional forgiveness towards others, and provide initial evidence that teachers’ emotional competencies may predict their social competencies. These results expand the field’s understanding of the interplay between adults’ social and emotional competencies and further the field’s understanding of the contributors to teachers’ social and emotional learning.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100158"},"PeriodicalIF":0.0,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conceptualizing teachers’ occupational health and personal well-being for research on adult SEL: The Domain-Specific Valence model 成人SEL研究中教师职业健康与个人幸福感的概念化：领域特异性效价模型

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-15 DOI: 10.1016/j.sel.2025.100157

Summer S. Braun , Robert W. Roeser

The study of “teacher well-being” is plagued by the jingle-jangle fallacy, where the term “teacher well-being” has been used to describe a variety of different psychological constructs. In this paper, we synthesize existing models across disciplines to provide a unifying conceptual framework – the Domain-Specific Valence (DSV) model of teachers’ occupational health and personal well-being – to provide common terminology to be used in future work related to adult social and emotional learning (SEL). This model addresses the need for greater clarity in domain-specificity (occupational health vs. personal well-being), and a wider assessment of both unpleasant and pleasant emotional states (i.e., valence) in the study of “teacher well-being.” We also review research demonstrating the correlates and consequences of teachers’ occupational health and personal well-being for teacher, classroom, and student outcomes to emphasize the importance of this topic of study. We then situate this conceptual model within the Contemplative Social and Emotional Learning (CSEL) model of teacher professional development, in which occupational health and personal well-being are theorized as proximal outcomes of intervention programs targeting adult SEL. Finally, we offer a list of provisional measures that can be employed to assess teachers’ occupational health and personal well-being, and suggest avenues for measurement work to optimize our assessment of these constructs in the educational context.

“教师幸福感”的研究一直受到叮当声谬误的困扰，“教师幸福感”一词被用来描述各种不同的心理结构。在本文中，我们综合了现有的跨学科模型，提供了一个统一的概念框架-教师职业健康和个人幸福感的领域特定效价（DSV）模型，为未来与成人社会和情感学习（SEL）相关的工作提供了通用术语。该模型解决了在领域特异性（职业健康与个人幸福）方面更明确的需求，以及在“教师幸福”研究中更广泛地评估不愉快和愉快的情绪状态（即效价）。我们还回顾了证明教师职业健康和个人福祉对教师、课堂和学生成绩的相关性和后果的研究，以强调这一研究主题的重要性。然后，我们将这一概念模型置于教师专业发展的沉思社会和情感学习（CSEL）模型中，其中职业健康和个人福祉被理论化为针对成人SEL的干预计划的最接近结果。最后，我们提供了一系列可用于评估教师职业健康和个人福祉的临时措施，并提出了测量工作的途径，以优化我们在教育背景下对这些构式的评估。

{"title":"Conceptualizing teachers’ occupational health and personal well-being for research on adult SEL: The Domain-Specific Valence model","authors":"Summer S. Braun , Robert W. Roeser","doi":"10.1016/j.sel.2025.100157","DOIUrl":"10.1016/j.sel.2025.100157","url":null,"abstract":"<div><div>The study of “teacher well-being” is plagued by the jingle-jangle fallacy, where the term “teacher well-being” has been used to describe a variety of different psychological constructs. In this paper, we synthesize existing models across disciplines to provide a unifying conceptual framework – the Domain-Specific Valence (DSV) model of teachers’ occupational health and personal well-being – to provide common terminology to be used in future work related to adult social and emotional learning (SEL). This model addresses the need for greater clarity in <em>domain-specificity</em> (occupational health vs. personal well-being), and a wider assessment of both unpleasant and pleasant emotional states (i.e., <em>valence</em>) in the study of “teacher well-being.” We also review research demonstrating the correlates and consequences of teachers’ occupational health and personal well-being for teacher, classroom, and student outcomes to emphasize the importance of this topic of study. We then situate this conceptual model within the Contemplative Social and Emotional Learning (CSEL) model of teacher professional development, in which occupational health and personal well-being are theorized as proximal outcomes of intervention programs targeting adult SEL. Finally, we offer a list of provisional measures that can be employed to assess teachers’ occupational health and personal well-being, and suggest avenues for measurement work to optimize our assessment of these constructs in the educational context.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100157"},"PeriodicalIF":0.0,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Erratum to “Changes in observed and self-reported emotion-focused teaching: Coaching in the context of an early childhood alternative licensure program” [Social and Emotional Learning: Research, Practice, and Policy. 4 (2024) 100059] “观察和自我报告的情感集中教学的变化：早期儿童替代执照计划背景下的指导”[社会和情感学习：研究，实践和政策，4 (2024)100059]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-10 DOI: 10.1016/j.sel.2025.100147

Timothy W. Curby , Katherine M. Zinsser , Catherine Main , Joanna Skourletos

引用次数: 0

Erratum to “Securing the foundation: Providing supports and building teacher capacity for SEL implementation through a university-based continuing education course” [Social and Emotional Learning: Research, Practice, and Policy 5 (2025) 100082] “确保基础：通过大学继续教育课程为SEL的实施提供支持和建设教师能力”的勘误[社会和情感学习：研究、实践和政策5 (2025)100082]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-10 DOI: 10.1016/j.sel.2025.100153

Addison M. Duane , Justin D. Caouette , Kamryn S. Morris , Ashley N. Metzger , Valerie B. Shapiro , CalHOPE Research Committee

引用次数: 0

Impact of schoolwide support for social and emotional learning: The effect of the CASEL school guide on organizational capacity for SEL and systemic SEL 学校对社会和情感学习支持的影响：CASEL学校指南对SEL组织能力和系统SEL的影响

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-09 DOI: 10.1016/j.sel.2025.100156

Celene E Domitrovich , Yibing Li , Kimberly Kendziora , Mark T. Greenberg

Social and emotional learning (SEL) has become an important part of education for many U.S. schools, yet research has not provided sufficient guidance on how support whole school systemic approaches to SEL. This study tested the effects of the CASEL School Guide, an innovative model of implementation support for schoolwide SEL, on staff perceptions of SEL organizational capacity, culture, and integration. The data were from a cluster-randomized controlled trial with 28 low performing, urban elementary schools. All schools delivered the PATHS Curriculum with its standard model of training and support. Half the schools also received monthly coaching support as part of the CASEL School Guide. The results of growth curve analyses indicated that education staff in both conditions improved on all seven target outcomes improvements with slower rates on six outcomes during the follow-up year. The perceptions of needs and stakeholder involvement in PATHS + School Guide schools improved faster but this advantage leveled off by the final data collection. No significant differences were found for vision and data use between conditions. The intervention influenced how staff perceived SEL integration but not SEL culture. The initial faster growth in SEL integration among PATHS + School Guide schools also slowed by the final time point. Finally, teacher experience did not moderate the effects of the School Guide intervention, as indicated by non-significant three-way interactions. However, School Guide support helped early career teachers in PATHS + School Guide schools close the gap with experienced teachers faster than their counterparts in PATHS-Standard schools.

社会和情感学习（SEL）已经成为许多美国学校教育的重要组成部分，然而研究并没有提供足够的指导，如何支持全校系统的SEL方法。本研究测试了CASEL学校指南（一种支持全校SEL实施的创新模式）对员工对SEL组织能力、文化和整合的看法的影响。这些数据来自28所表现不佳的城市小学的随机对照试验。所有学校都提供具有标准培训和支持模式的PATHS课程。作为CASEL学校指南的一部分，一半的学校还获得了每月的辅导支持。增长曲线分析的结果表明，两种情况下的教育人员在所有7项目标成果改进方面都有所改善，但在后续一年里，6项成果的改善速度较慢。在PATHS + 学校指南项目中，对需求的认识和利益相关者的参与改善得更快，但这种优势在最终的数据收集中趋于稳定。在两种情况下，视力和数据使用没有显著差异。干预影响员工对SEL整合的感知，但对SEL文化没有影响。PATHS + 学校指南学校在SEL整合方面最初较快的增长也在最后一个时间点放缓。最后，教师经验并没有调节学校指导干预的效果，正如非显著的三方互动所表明的那样。然而，学校指南的支持帮助PATHS + 学校指南学校的早期职业教师比path - standard学校的同行更快地缩小了与经验丰富教师的差距。

{"title":"Impact of schoolwide support for social and emotional learning: The effect of the CASEL school guide on organizational capacity for SEL and systemic SEL","authors":"Celene E Domitrovich , Yibing Li , Kimberly Kendziora , Mark T. Greenberg","doi":"10.1016/j.sel.2025.100156","DOIUrl":"10.1016/j.sel.2025.100156","url":null,"abstract":"<div><div>Social and emotional learning (SEL) has become an important part of education for many U.S. schools, yet research has not provided sufficient guidance on how support whole school systemic approaches to SEL. This study tested the effects of the CASEL School Guide, an innovative model of implementation support for schoolwide SEL, on staff perceptions of SEL organizational capacity, culture, and integration. The data were from a cluster-randomized controlled trial with 28 low performing, urban elementary schools. All schools delivered the PATHS Curriculum with its standard model of training and support. Half the schools also received monthly coaching support as part of the CASEL School Guide. The results of growth curve analyses indicated that education staff in both conditions improved on all seven target outcomes improvements with slower rates on six outcomes during the follow-up year. The perceptions of needs and stakeholder involvement in PATHS + School Guide schools improved faster but this advantage leveled off by the final data collection. No significant differences were found for vision and data use between conditions. The intervention influenced how staff perceived SEL integration but not SEL culture. The initial faster growth in SEL integration among PATHS + School Guide schools also slowed by the final time point. Finally, teacher experience did not moderate the effects of the School Guide intervention, as indicated by non-significant three-way interactions. However, School Guide support helped early career teachers in PATHS + School Guide schools close the gap with experienced teachers faster than their counterparts in PATHS-Standard schools.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100156"},"PeriodicalIF":0.0,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Erratum to “Together, We SOAR: A curriculum on compassion, community, and human development for K-12 teachers” [Social and Emotional Learning: Research, Practice, and Policy 5 (2025) 100078] 《一起，我们腾飞：K-12教师的同情心、社区和人类发展课程》的勘误[社会和情感学习：研究、实践和政策5 (2025)100078]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-07 DOI: 10.1016/j.sel.2025.100154

Blake A. Colaianne , Barbara Terroso , Nichole Heindel , Benn Hoover

引用次数: 0

Erratum to “Towards a dynamic, idiographic approach to describing, explaining, and enhancing the development of SEL” [Social and Emotional Learning: Research, Practice, and Policy 4 (2024) 100050] “走向描述、解释和加强SEL发展的动态、具体方法”的勘误[社会和情感学习：研究、实践和政策4 (2024)100050]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-07 DOI: 10.1016/j.sel.2025.100150

Richard M. Lerner , Dian Yu , Roya Abbasi-Asl , Natasha Keces , Carolina Gonçalves , Mary H. Buckingham , Elizabeth M. Dowling , Jonathan M. Tirrell , Margaret Mackin , Kirsten Olander , Alexa Hasse , Yoon Dunham

引用次数: 0

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Social and Emotional Learning: Research, Practice, and Policy

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀