Page 181 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 181
rice (2008) monitored the effects of various social and emotional learning 181
programmes on academic achievement in the transition from lower second-
ary to upper secondary education. A general decline in learning achievement
has been perceived in the transition from lower secondary to upper second-
ary education. The authors have established that students are generally char-
acterised by a lower achievement at the transition stage, however, the decline
is less noticeable in students who were exposed to more intense social and
emotional learning programmes (the initial level of social and emotional skills
was controlled) in comparison with the decline of learning achievement in stu-
dents who were either exposed to less intense social and emotional learning
programmes or were not exposed to them at all.
Social and Emotional Learning and Academic
Achievement
One of the more attention-grabbing publications in relation to the relation-
ship between social and emotional learning and academic achievement in
recent years is the meta-analysis conducted by Durlak et al. (2011). The me-
ta-analysis included 213 selective and school-based universal social and emo-
tional learning programmes and (among other things) its impact on pupils’
and students’ academic achievement. The analysis involved over 270,000 pu-
pils and students aged 5 to 18 years. The researchers established the signif-
icant positive impacts of these types of programmes on targeted emotion-
al-social competencies, attitude towards self, others and school. Increased
prosocial behaviour and less aggressive behaviour was observed in pupils and
students who participated in these programmes, as were fewer internalising
problems and improved academic achievement. The effects were statistically
significant for a minimum of six months following the end of the programmes.
The largest effect size (0.69) was established for social and emotional skills (e.g.
emotions recognition, stress management, empathy, problem-solving, deci-
sion-making). Also noteworthy is the 11-percentile gain (on average) in aca-
demic achievement (ibid.).
Students’ social and emotional skills and the learning environment, which
support social and emotional learning, foster academic achievement both
directly and indirectly (Zins et al., 2004). When social and emotional learn-
ing in schools is conducted in a systematic and comprehensive way, this fa-
cilitates a positive classroom climate and develops positive relationships be-
tween school participants. This type of learning provides students with various
skills that improve academic achievement, including efficient management of
the emotions that disrupt learning processes and motivation; development
of motivation and perseverance in relation to more difficult tasks, lack of ac-
fostering social and emotional learning as means of achieving better-quality knowledge
programmes on academic achievement in the transition from lower second-
ary to upper secondary education. A general decline in learning achievement
has been perceived in the transition from lower secondary to upper second-
ary education. The authors have established that students are generally char-
acterised by a lower achievement at the transition stage, however, the decline
is less noticeable in students who were exposed to more intense social and
emotional learning programmes (the initial level of social and emotional skills
was controlled) in comparison with the decline of learning achievement in stu-
dents who were either exposed to less intense social and emotional learning
programmes or were not exposed to them at all.
Social and Emotional Learning and Academic
Achievement
One of the more attention-grabbing publications in relation to the relation-
ship between social and emotional learning and academic achievement in
recent years is the meta-analysis conducted by Durlak et al. (2011). The me-
ta-analysis included 213 selective and school-based universal social and emo-
tional learning programmes and (among other things) its impact on pupils’
and students’ academic achievement. The analysis involved over 270,000 pu-
pils and students aged 5 to 18 years. The researchers established the signif-
icant positive impacts of these types of programmes on targeted emotion-
al-social competencies, attitude towards self, others and school. Increased
prosocial behaviour and less aggressive behaviour was observed in pupils and
students who participated in these programmes, as were fewer internalising
problems and improved academic achievement. The effects were statistically
significant for a minimum of six months following the end of the programmes.
The largest effect size (0.69) was established for social and emotional skills (e.g.
emotions recognition, stress management, empathy, problem-solving, deci-
sion-making). Also noteworthy is the 11-percentile gain (on average) in aca-
demic achievement (ibid.).
Students’ social and emotional skills and the learning environment, which
support social and emotional learning, foster academic achievement both
directly and indirectly (Zins et al., 2004). When social and emotional learn-
ing in schools is conducted in a systematic and comprehensive way, this fa-
cilitates a positive classroom climate and develops positive relationships be-
tween school participants. This type of learning provides students with various
skills that improve academic achievement, including efficient management of
the emotions that disrupt learning processes and motivation; development
of motivation and perseverance in relation to more difficult tasks, lack of ac-
fostering social and emotional learning as means of achieving better-quality knowledge
