Page 178 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 178
Key words: social learning, emotional learning, anxiety, academic achievement,
school
Social and Emotional Learning
Social and emotional learning is the process of acquiring fundamental emo-
tional and social skills: self-awareness, self-regulation, social awareness, suc-
cessful management of relationships and responsible decision-making (Dur-
lak et al., 2011). Self-awareness encompasses familiarity with one’s own
emotions and feelings, a realistic assessment of one’s own competencies, skills
and self-concept. Social awareness includes the perception of other people’s
emotions and feelings, the ability to take other people’s perspective, a posi-
tive attitude towards and active participation in different groups. Self-regula-
tion relates to regulation of one’s own emotions in a way that these emotions
foster activity, the ability to forgo a reward for the sake of following one’s own
goals, and perseverance in spite of failure, standstill or regression. Successful
178 management of relationships includes efficient regulation of emotions and re-
lationships, establishing and maintaining good relationships based on coop-
eration, opposition when it comes to unsuitable social pressure, use of negoti-
ation as a means of resolving conflicts and enlisting help whenever necessary.
Responsible decision-making encompasses correct risk assessment, taking de-
cisions based on the consideration of all important factors and most probable
consequences of various actions, respect of others and assuming personal re-
sponsibility for one’s own decisions (summarised from Safe and Sound: An Ed-
ucational Leader’s Guide to Social and Emotional Learning Programs, 2003, in
Ragozzino et al., 2003). Among these, in relation to the school environment, El-
lias et al. (1997, in Durlak et al., 2011) highlight emotional recognition and reg-
ulation, setting and achieving positive goals, taking into consideration oth-
er people’s perspectives, establishing and maintaining positive relationships,
dealing with interpersonal conflicts in a constructive way and taking responsi-
ble decisions. Developed emotional and social skills are a foundation for bet-
ter adjustment, more prosocial behaviour, less aggressive behaviour, less emo-
tional stress and anxiety and higher learning outcomes and grades in school
(Greenberg et al., 2003). In a wider sense, social and emotional learning en-
compasses a comprehensive approach to fostering protective factors in stu-
dents’ environment and a reduction in the impact of risk factors in the same
environment (Guerra and Bradshaw, 2008).
One of the significant consequences of improving social and emotional
skills is reduced anxiety in students. Anxiety is a cognitive (e.g. worries), emo-
tional (e.g. fear), behavioural (e.g. withdrawal) and physiological response of an
individual who has a feeling of danger or threat, the cause of which he/she is
student (under)achievement: perspectives, approaches, challenges
school
Social and Emotional Learning
Social and emotional learning is the process of acquiring fundamental emo-
tional and social skills: self-awareness, self-regulation, social awareness, suc-
cessful management of relationships and responsible decision-making (Dur-
lak et al., 2011). Self-awareness encompasses familiarity with one’s own
emotions and feelings, a realistic assessment of one’s own competencies, skills
and self-concept. Social awareness includes the perception of other people’s
emotions and feelings, the ability to take other people’s perspective, a posi-
tive attitude towards and active participation in different groups. Self-regula-
tion relates to regulation of one’s own emotions in a way that these emotions
foster activity, the ability to forgo a reward for the sake of following one’s own
goals, and perseverance in spite of failure, standstill or regression. Successful
178 management of relationships includes efficient regulation of emotions and re-
lationships, establishing and maintaining good relationships based on coop-
eration, opposition when it comes to unsuitable social pressure, use of negoti-
ation as a means of resolving conflicts and enlisting help whenever necessary.
Responsible decision-making encompasses correct risk assessment, taking de-
cisions based on the consideration of all important factors and most probable
consequences of various actions, respect of others and assuming personal re-
sponsibility for one’s own decisions (summarised from Safe and Sound: An Ed-
ucational Leader’s Guide to Social and Emotional Learning Programs, 2003, in
Ragozzino et al., 2003). Among these, in relation to the school environment, El-
lias et al. (1997, in Durlak et al., 2011) highlight emotional recognition and reg-
ulation, setting and achieving positive goals, taking into consideration oth-
er people’s perspectives, establishing and maintaining positive relationships,
dealing with interpersonal conflicts in a constructive way and taking responsi-
ble decisions. Developed emotional and social skills are a foundation for bet-
ter adjustment, more prosocial behaviour, less aggressive behaviour, less emo-
tional stress and anxiety and higher learning outcomes and grades in school
(Greenberg et al., 2003). In a wider sense, social and emotional learning en-
compasses a comprehensive approach to fostering protective factors in stu-
dents’ environment and a reduction in the impact of risk factors in the same
environment (Guerra and Bradshaw, 2008).
One of the significant consequences of improving social and emotional
skills is reduced anxiety in students. Anxiety is a cognitive (e.g. worries), emo-
tional (e.g. fear), behavioural (e.g. withdrawal) and physiological response of an
individual who has a feeling of danger or threat, the cause of which he/she is
student (under)achievement: perspectives, approaches, challenges
