Page 101 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 101
social and emotional learning as a tool for preventing esl
achievement in the transition stage, the decline is less noticeable in stu-
dents who were exposed to more intense SEL programmes (the initial lev-
el of social and emotional skills was controlled) in comparison with the de-
cline of learning achievement in students who were either exposed to less
intense SEL programmes or not exposed to them at all.
Schools are especially suitable for SEL as they encompass the majority
of students, without further exposing individuals at risk (Masten & Motti-
Stefanidi, 2009).
Mechanisms linking SEL and ESL
There are several explanations of the connections between SEL and ESL.
The first set of explanations considers changes within an individual due to
participation in SEL programmes. Changes within individual are related to
higher academic achievement, increased social competence (students suc-
cessful in school have greater social competencies) (Cook, Gresham, Kern,
Barreras, & Crews, 2008), increased emotional competence, enhanced
self-efficacy and also decreased mental health problems (which can under-
mine the pursuit of academic activities).
In SEL, social competencies are related to: social awareness, rela-
tionship management skills, responsible decision-making and emotion-
al competencies through to self-awareness and self-regulation (Caprara,
Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000; Gresham, Bao Van,
& Cook 2006; Mallecki & Elliot, 2002). Even though there is strong sup-
port for bi-directional effects (social competencies influencing academic
achievement and academic achievement influencing social competencies),
there is evidence that this influence is somewhat stronger in the direc-
tion social competencies influencing academic achievement (Malecki &
Elliot, 2002; Vidmar, 2011). In school, students with better social compe-
tencies are more active in the classroom, express their opinions and points
of view more clearly, integrate, evaluate and accept other people’s opinions,
have better relationships with their peers and teachers (Cook et al., 2008;
Ragozzino et al., 2003; Elliot, Frey, & Davies, 2015; Mallecki & Elliot, 2002)
and ask for help when necessary. The latter is especially important since ac-
ademic development is socially situated and relies strongly on interperson-
al support (Caprara et al., 2000). The knowledge of solving interpersonal
problems (identifying a problem, setting goals to address the problem, gen-
erating an appropriate response and evaluating the outcome) can also be
easily transferred to solving academic problems. Teaching social skills in
101
achievement in the transition stage, the decline is less noticeable in stu-
dents who were exposed to more intense SEL programmes (the initial lev-
el of social and emotional skills was controlled) in comparison with the de-
cline of learning achievement in students who were either exposed to less
intense SEL programmes or not exposed to them at all.
Schools are especially suitable for SEL as they encompass the majority
of students, without further exposing individuals at risk (Masten & Motti-
Stefanidi, 2009).
Mechanisms linking SEL and ESL
There are several explanations of the connections between SEL and ESL.
The first set of explanations considers changes within an individual due to
participation in SEL programmes. Changes within individual are related to
higher academic achievement, increased social competence (students suc-
cessful in school have greater social competencies) (Cook, Gresham, Kern,
Barreras, & Crews, 2008), increased emotional competence, enhanced
self-efficacy and also decreased mental health problems (which can under-
mine the pursuit of academic activities).
In SEL, social competencies are related to: social awareness, rela-
tionship management skills, responsible decision-making and emotion-
al competencies through to self-awareness and self-regulation (Caprara,
Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000; Gresham, Bao Van,
& Cook 2006; Mallecki & Elliot, 2002). Even though there is strong sup-
port for bi-directional effects (social competencies influencing academic
achievement and academic achievement influencing social competencies),
there is evidence that this influence is somewhat stronger in the direc-
tion social competencies influencing academic achievement (Malecki &
Elliot, 2002; Vidmar, 2011). In school, students with better social compe-
tencies are more active in the classroom, express their opinions and points
of view more clearly, integrate, evaluate and accept other people’s opinions,
have better relationships with their peers and teachers (Cook et al., 2008;
Ragozzino et al., 2003; Elliot, Frey, & Davies, 2015; Mallecki & Elliot, 2002)
and ask for help when necessary. The latter is especially important since ac-
ademic development is socially situated and relies strongly on interperson-
al support (Caprara et al., 2000). The knowledge of solving interpersonal
problems (identifying a problem, setting goals to address the problem, gen-
erating an appropriate response and evaluating the outcome) can also be
easily transferred to solving academic problems. Teaching social skills in
101
