Page 102 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 102
ss usually includes: (i) modelling correct behaviour; (ii) eliciting an imi-
tative response; (iii) providing corrective feedback and reinforcement; and
(iv) arranging opportunities to practise the new skill (Elliot et al., 2015).
Even though social competencies and emotional competencies can-
not be separated (Saarni, 2007, in: Ellias & Haynes, 2008), emotional com-
petencies have their own independent role in the learning process (Ellias et
al. 1997, in Durlak et al., 2011) in the form of stress regulation (Duckworth
& Seligman, 2005). Emotions are a response to life events that are seen as
important and as such form part of everyday school life. In the school en-
vironment, learning achievement is, in particular, related to a number of
emotions that can be positive activating, positive deactivating, negative ac-
tivating and negative deactivating (Pekrun, 2009). Positive emotions aid in
setting learning objectives and are a basis for self-regulation mechanisms
that lead to higher academic achievement (Ashby, Isen, & Turken, 1999).
On the other hand, negative emotions are linked to a decrease in achieve-
ment in school and may lead to ESL (Zeidner, 1998). In the absence of ade-
quate coping skills, a student’s attention will be directed to responding to
emotional stressors at the expense of academic learning. The link between
emotional stressors and academic performance is especially evident in pe-
riods of transitions. Periods of transitions are characterised by navigating
a new social structure, forming new friendships, managing increased aca-
demic demands with new expectations for independence and personal re-
sponsibility (Rosenblatt & Ellias, 2008).
Besides targeting social and emotional competencies, SEL influences
students’ metacognition and self-efficacy. Self-efficacy is particularly im-
portant since it is directly related to behaviour in academic tasks (e.g. ef-
fort, persistence in tasks despite obstacles and challenges) (Maddux, 2014;
Ragozzino et al., 2003; Mottin-Stefanidi & Masten, 2013). High perceived
self-efficacy for self-regulated learning (related to high metacognitive abil-
ities) contributes to better learning outcomes and increases the likelihood
of remaining in school (Caprara, Fida, Vecchione, Del Bove, Veccio, &
Barbaranelli, 2008). Students with a high sense of efficacy to regulate their
learning activities are likely to do better in school and are less prone to ESL
(Caprara et al., 2008). Self-efficacy and self-regulation help prevent ESL in-
dependently of academic achievement (Caprara et al., 2008) and are there-
fore an important tool to be considered for stopping ESL. Ellias and col-
leagues (1997, in Durlak et al., 2011) additionally highlighted setting and
102
tative response; (iii) providing corrective feedback and reinforcement; and
(iv) arranging opportunities to practise the new skill (Elliot et al., 2015).
Even though social competencies and emotional competencies can-
not be separated (Saarni, 2007, in: Ellias & Haynes, 2008), emotional com-
petencies have their own independent role in the learning process (Ellias et
al. 1997, in Durlak et al., 2011) in the form of stress regulation (Duckworth
& Seligman, 2005). Emotions are a response to life events that are seen as
important and as such form part of everyday school life. In the school en-
vironment, learning achievement is, in particular, related to a number of
emotions that can be positive activating, positive deactivating, negative ac-
tivating and negative deactivating (Pekrun, 2009). Positive emotions aid in
setting learning objectives and are a basis for self-regulation mechanisms
that lead to higher academic achievement (Ashby, Isen, & Turken, 1999).
On the other hand, negative emotions are linked to a decrease in achieve-
ment in school and may lead to ESL (Zeidner, 1998). In the absence of ade-
quate coping skills, a student’s attention will be directed to responding to
emotional stressors at the expense of academic learning. The link between
emotional stressors and academic performance is especially evident in pe-
riods of transitions. Periods of transitions are characterised by navigating
a new social structure, forming new friendships, managing increased aca-
demic demands with new expectations for independence and personal re-
sponsibility (Rosenblatt & Ellias, 2008).
Besides targeting social and emotional competencies, SEL influences
students’ metacognition and self-efficacy. Self-efficacy is particularly im-
portant since it is directly related to behaviour in academic tasks (e.g. ef-
fort, persistence in tasks despite obstacles and challenges) (Maddux, 2014;
Ragozzino et al., 2003; Mottin-Stefanidi & Masten, 2013). High perceived
self-efficacy for self-regulated learning (related to high metacognitive abil-
ities) contributes to better learning outcomes and increases the likelihood
of remaining in school (Caprara, Fida, Vecchione, Del Bove, Veccio, &
Barbaranelli, 2008). Students with a high sense of efficacy to regulate their
learning activities are likely to do better in school and are less prone to ESL
(Caprara et al., 2008). Self-efficacy and self-regulation help prevent ESL in-
dependently of academic achievement (Caprara et al., 2008) and are there-
fore an important tool to be considered for stopping ESL. Ellias and col-
leagues (1997, in Durlak et al., 2011) additionally highlighted setting and
102
