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Sample records for academic social emotional

  1. Emotional intelligence and social and academic adaptation to school.

    PubMed

    Mestre, José M; Guil, Rocío; Lopes, Paulo N; Salovey, Peter; Gil-Olarte, Paloma

    2006-01-01

    In a sample of 127 Spanish adolescents, the ability to understand and manage emotions, assessed by a performance measure of emotional intelligence (the MSCEIT), correlated positively with teacher ratings of academic achievement and adaptation for both males and females. Among girls, these emotional abilities also correlated positively with peer friendship nominations. After controlling for IQ and the Big Five personality traits, the ability to understand and manage emotions remained significantly associated with teacher ratings of academic adaptation among boys and peer friendship nominations among girls. Self-perceived emotional intelligence was unrelated to these criteria. These findings provide partial support for hypotheses that emotional abilities are associated with indicators of social and academic adaptation to school.

  2. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    ERIC Educational Resources Information Center

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  3. Social-Emotional Factors and Academic Outcomes among Elementary-Aged Children

    ERIC Educational Resources Information Center

    McKown, Clark; Russo-Ponsaran, Nicole M.; Allen, Adelaide; Johnson, Jason K.; Warren-Khot, Heather K.

    2016-01-01

    Social-emotional comprehension involves encoding, interpreting, and reasoning about social-emotional information, and self-regulating. This study examined the mediating pathways through which social-emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling…

  4. Enhancing Academic Performance and Social and Emotional Competence with the RULER Feeling Words Curriculum

    ERIC Educational Resources Information Center

    Brackett, Marc A.; Rivers, Susan E.; Reyes, Maria R.; Salovey, Peter

    2012-01-01

    A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools.…

  5. Students' ratings of teacher support and academic and social-emotional well-being.

    PubMed

    Tennant, Jaclyn E; Demaray, Michelle K; Malecki, Christine K; Terry, Melissa N; Clary, Michael; Elzinga, Nathan

    2015-12-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and the Behavior Assessment Scale for Children, Second Edition, Adolescent Version, (BASC-2 SRP-A; Reynolds & Kamphaus, 2004). The purpose of the current study was to examine possible gender differences in perceptions of the frequency and importance of different types of teacher support and the related academic and social-emotional outcomes. Girls rated Emotional and Appraisal Support as more important than did boys. Teacher Emotional Support was significantly and positively related to grade point average (GPA) for boys and girls. For girls only, Emotional and Informational Support were significantly related to ITBS Reading scores, and Emotional, Informational, and Instrumental Support were significantly related to ITBS Math scores. Regarding social-emotional variables, Emotional Support was significantly and negatively related to School Problems, Internalizing Problems, Inattention/Hyperactivity, and overall Emotional Symptoms and positively related to Personal Adjustment for both boys and girls. Furthermore, Emotional Support from teachers was more strongly related to Inattention/Hyperactivity for girls than boys. These results emphasize the importance of providing teacher social support, especially emotional support, to students in early adolescence and recognizing gender differences in the function of specific types of teacher support.

  6. Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

    ERIC Educational Resources Information Center

    Tennant, Jaclyn E.; Demaray, Michelle K.; Malecki, Christine K.; Terry, Melissa N.; Clary, Michael; Elzinga, Nathan

    2015-01-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and…

  7. Examining the Link between Preschool Social-Emotional Competence and First Grade Academic Achievement: The Role of Attention Skills

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Warren, Heather K.; Domitrovich, Celene E.; Greenberg, Mark T.

    2011-01-01

    Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention…

  8. Effects of Teacher Efficacy on Student Academic and Social Emotional Achievements as Reported on Georgia Kindergarten Inventory of Developing Skills

    ERIC Educational Resources Information Center

    Brown, Tisha J.

    2012-01-01

    Students in kindergarten are not meeting state standards on standardized academic and social/emotional scores in the southeastern United States. The focus of this study was to determine if a teacher's perceptions of self-efficacy affects student success in academic and social/emotional standards as reported on the Georgia Kindergarten of…

  9. The Differential Effects of General Mental Ability and Emotional Intelligence on Academic Performance and Social Interactions

    ERIC Educational Resources Information Center

    Song, Lynda Jiwen; Huang, Guo-hua; Peng, Kelly Z.; Law, Kenneth S.; Wong, Chi-Sum; Chen, Zhijun

    2010-01-01

    This study considers the debate about whether emotional intelligence (EI) has incremental validity over and above traditional intelligence dimensions. We propose that EI and general mental abilities (GMA) differ in predicting academic performance and the quality of social interactions among college students. Using two college student samples, we…

  10. Social and Emotional Learning as a Catalyst for Academic Excellence. White Paper

    ERIC Educational Resources Information Center

    Marchesi, Antonio G.; Cook, Kimberly

    2012-01-01

    ICF International's white paper explores how implementation of social and emotional learning (SEL) has the potential to prepare students for workforce success and positively influence student engagement and academic performance while reducing dropout rates. Self-improvement and leadership development sections of bookstores are replete with texts…

  11. School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners

    ERIC Educational Resources Information Center

    Niehaus, Kate; Adelson, Jill L.

    2014-01-01

    This study examined the relationships among school support, parental school involvement, and academic and social-emotional outcomes for children who are English language learners (ELLs). The sample included 1,020 third-grade ELLs who participated in the Early Childhood Longitudinal Study (ECLS-K). Results from structural equation modeling showed…

  12. Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Gueldner, Barbara A.

    2010-01-01

    This highly engaging, eminently practical book provides essential resources for implementing social and emotional learning (SEL) in any K-12 setting. Numerous vivid examples illustrate the nuts and bolts of this increasingly influential approach to supporting students' mental health, behavior, and academic performance. Helpful reproducibles are…

  13. European-American and African-American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social-Emotional Competence

    ERIC Educational Resources Information Center

    Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2013-01-01

    The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social-emotional competence are similar or different for European-American and African-American families. Two hundred mothers (137 European-American, 63…

  14. The relationship between the social management of emotional intelligence and academic performance among medical students.

    PubMed

    Chew, Boon-How; Md Zain, Azhar; Hassan, Faezah

    2015-01-01

    Positive social interaction with peers was said to facilitate cognitive and intellectual development leading to good academic performance. There was paucity of published data on the effect of social management (SM) emotional intelligence (EI) on academic performance. We conducted this study to examine their relationship in the undergraduate medical students in a public medical school in Malaysia. This was a cross-sectional study using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to measure the SM. The first and final year medical students were invited to participate. Students answered a paper-based demography questionnaire and completed the online MSCEIT in privacy. Independent predictors were identified using multivariate analyses. A total of 163 (84 first year and 79 final year) medical students completed the study (at a response rate of 66.0%). SM score (B = -.10 95% CI -.175 to -.015, p = .021) was significantly related to the continuous assessment (CA) marks (adjusted R(2) = .45, F13,137 = 10.26, p < .0001), and was a predictor of poor result in the overall CA (adjusted OR 1.06 95% CI 1.011-1.105). Negative relationships might exist between emotional social intelligence and academic success in undergraduate medical students. A different collection of social skills and SM EI could be constructive towards academic achievement in medical schools.

  15. The relationship between the social management of emotional intelligence and academic performance among medical students.

    PubMed

    Chew, Boon-How; Md Zain, Azhar; Hassan, Faezah

    2015-01-01

    Positive social interaction with peers was said to facilitate cognitive and intellectual development leading to good academic performance. There was paucity of published data on the effect of social management (SM) emotional intelligence (EI) on academic performance. We conducted this study to examine their relationship in the undergraduate medical students in a public medical school in Malaysia. This was a cross-sectional study using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to measure the SM. The first and final year medical students were invited to participate. Students answered a paper-based demography questionnaire and completed the online MSCEIT in privacy. Independent predictors were identified using multivariate analyses. A total of 163 (84 first year and 79 final year) medical students completed the study (at a response rate of 66.0%). SM score (B = -.10 95% CI -.175 to -.015, p = .021) was significantly related to the continuous assessment (CA) marks (adjusted R(2) = .45, F13,137 = 10.26, p < .0001), and was a predictor of poor result in the overall CA (adjusted OR 1.06 95% CI 1.011-1.105). Negative relationships might exist between emotional social intelligence and academic success in undergraduate medical students. A different collection of social skills and SM EI could be constructive towards academic achievement in medical schools. PMID:24773524

  16. [Psychosocial intervention follow-up in children with ADHD: effects on academic, emotional and social functioning].

    PubMed

    Presentación Herrero, M Jesús; Siegenthaler Hierro, Rebeca; Jara Jiménez, Pilar; Miranda Casas, Ana

    2010-11-01

    The aim of this investigation was to analyze the maintenance of the effects, one year after its conclusion, of an intervention that integrated three coordinated programs, implemented with 27 children with ADHD, aged between 7 and 10 years, their parents and teachers. The intervention lasted 10 weeks and included behavior-modification and cognitive-behavioral techniques, academic adaptations and social skills. We evaluated the effects on academic, emotional and social adjustment from the information provided by parents, teachers and classmates. The results confirm the maintenance in the follow-up evaluation of the improvements experienced after the treatment, especially in the academic and social areas, in which these children displayed the greatest difficulties. PMID:21044513

  17. Academic Learning + Social-Emotional Learning = National Priority

    ERIC Educational Resources Information Center

    Weissberg, Roger P.; Cascarino, Jason

    2013-01-01

    In addition to graduating academically proficient students who are culturally literate, intellectually reflective, and committed to lifelong learning, schools must also enhance students' intrapersonal and interpersonal competencies so they're optimally prepared for work and life. Successful students develop personal strengths including grit,…

  18. Psychometric Properties of the Social and Emotional Health Survey with a Small Sample of Academically At-Risk Adolescents

    ERIC Educational Resources Information Center

    Renshaw, Tyler L.

    2016-01-01

    The present study examines the psychometric properties of the Social and Emotional Health Survey (SEHS), which is a 32-item self-report behavior rating scale for assessing youths' social-emotional competencies, with a small sample (N = 77) of academically at-risk students attending a limited-residency charter school. This study is the first to…

  19. Three Year Cumulative Impacts of the 4Rs Program on Children's Social-Emotional, Behavioral, and Academic Outcomes

    ERIC Educational Resources Information Center

    Jones, Stephanie M.; Brown, Joshua L.; Aber, J. Lawrence

    2010-01-01

    Over the last two decades, developmental science has made significant progress in understanding children's trajectories toward social-emotional and academic outcomes. At the same time, there has been dramatic growth in the design, implementation, and rigorous evaluation of school-based interventions to promote positive social-emotional development…

  20. European American and African American Mothers’ Emotion Socialization Practices Relate Differently to their Children’s Academic and Social-Emotional Competence

    PubMed Central

    Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2012-01-01

    The current study examines whether the relation between mothers’ responses to their children’s negative emotions and teachers’ reports of children’s academic performance and social-emotional competence are similar or different for European American and African American families. Two hundred mothers (137 European American, 63 African American) reported on their responses to their 5-year-old children’s negative emotions and 150 kindergarten teachers reported on these children’s current academic standing and skillfulness with peers. Problem-focused responses to children’s negative emotions, which have traditionally been considered a supportive response, were positively associated with children’s school competence for European American children, but expressive encouragement, another response considered supportive, was negatively associated with children’s competence for African American children. The findings highlight the need to examine parental socialization practices from a culturally-specific lens. PMID:23914076

  1. The Effect of the Single-Parent Family on the Academic, Emotional, and Social Achievement of the Elementary School Child.

    ERIC Educational Resources Information Center

    DiSibio, Robert A.

    Literature is reviewed to identify findings indicating the effects of the one-parent family on the elementary school child's academic achievement and social and emotional development. While findings are contradictory in the area of academic achievement, it is concluded that disruption in home life accompanying death, separation, or divorce is…

  2. Emotional expression in school context, social relationships, and academic adjustment in kindergarten.

    PubMed

    Hernández, Maciel M; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah K; Spinrad, Tracy L; Silva, Kassondra M; Berger, Rebecca H; Diaz, Anjolii; Terrell, Nathan; Thompson, Marilyn S; Southworth, Jody

    2016-06-01

    This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher-student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher-student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher-student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher-student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. (PsycINFO Database Record

  3. Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning.

    PubMed

    Schonfeld, David J; Adams, Ryan E; Fredstrom, Bridget K; Weissberg, Roger P; Gilman, Richard; Voyce, Charlene; Tomlin, Ricarda; Speese-Linehan, Dee

    2015-09-01

    This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article.

  4. It Takes Two: Sensitive Caregiving across Contexts and Children's Social, Emotional, and Academic Outcomes

    ERIC Educational Resources Information Center

    Vesely, Colleen K.; Brown, Elizabeth Levine; Mahatmya, Duhita

    2013-01-01

    Research Findings: Using longitudinal survey data from the Welfare, Children, and Families Study: A Three-City Study ("n" = 135), this study examines how congruence in maternal and child care provider sensitivities contributes to young children's social, emotional, and academic outcomes among low-income minority families. Congruence…

  5. The Impact of Students' Perceived Emotional Intelligence, Social Attitudes and Teacher Expectations on Academic Performance

    ERIC Educational Resources Information Center

    Jimenez-Morales, M. Isabel; Lopez-Zafra, Esther

    2013-01-01

    Introduction: The aim of this study is to analyze the role that Perceived Emotional Intelligence and social competences have on academic performance. Furthermore, we analyze the role of teacher's expectancies on performance in secondary school students. Method: One hundred ninety three students (50.7% male and 49.3 % female) from the first…

  6. The Prevalence of Cyber Bullying Victimization and Its Relationship to Academic, Social, and Emotional Adjustment among College Students

    ERIC Educational Resources Information Center

    Beebe, Jennifer Elizabeth

    2010-01-01

    The current study investigated the prevalence and frequency of cyber bullying victimization and examined the impact of cyber bullying on academic, social, and emotional college adjustment. Participants were recruited from two universities in the United States. Participants completed the Revised Cyber Bullying Survey (Kowalski & Limber, 2007) and…

  7. Third and Fourth Grade Teacher Practices in Cognitive and Emotional/Social Development, Their Students' Opportunities for Emotional/Social Development, and Academic Self-Concept Moderated by Students' Mothers' Level of Education and Time Reading at Home

    ERIC Educational Resources Information Center

    Santos, Carol A.

    2009-01-01

    This study examines the relationships among third and fourth grade teacher practices in cognitive development: understanding, application, synthesis, and judgment; emotional/social development; their students' self-reported opportunities for emotional/social development; and academic self-concept. In addition, this study investigates the…

  8. Music Therapy Groups: A Path to Social-Emotional Growth and Academic Success.

    ERIC Educational Resources Information Center

    Camilleri, Vanessa

    2000-01-01

    In a New York City community school, music therapy addresses the following social and emotional developmental goals: participation, interaction, relationships, communication, expression, space sharing, problem solving, self-esteem, respect, and awareness. (SK)

  9. Social, Emotional, and Academic Impact of Residual Speech Errors in School-Aged Children: A Survey Study.

    PubMed

    Hitchcock, Elaine R; Harel, Daphna; Byun, Tara McAllister

    2015-11-01

    Children with residual speech errors face an increased risk of social, emotional, and/or academic challenges relative to their peers with typical speech. Previous research has shown that the effects of speech sound disorder may persist into adulthood and span multiple domains of activity limitations and/or participation restrictions, as defined by the World Health Organization's International Classification of Functioning, Disability and Health model. However, the nature and extent of these influences varies widely across children. This study aimed to expand the evidence base on the social, emotional, and academic impact of residual speech errors by collecting survey data from parents of children receiving treatment for /r/ misarticulation. By examining the relationship between an overall measure of impact (weighted summed score) and responses to 11 survey items, the present study offers preliminary suggestions for factors that could be considered when making decisions pertaining to treatment allocation in this population.

  10. Essential Elements of an Academic Program for Whatcom County Public School Students Challenged with Social/Emotional and/or Chronic Mental Health Disorders

    ERIC Educational Resources Information Center

    Jewell-Jenkins, Carolyn

    2009-01-01

    This study identifies essential program elements for Whatcom Discovery Center, a Northwest Educational Service District cooperative program providing academic and social/emotional development services to students who are challenged with severe social/emotional and/or chronic mental health disorders. The seven (7) Superintendents and seven (7)…

  11. Academic, Social, and Emotional Needs in a Middle Grades Reform Initiative

    ERIC Educational Resources Information Center

    Raphael, Lisa M.; Burke, Meghan

    2012-01-01

    During an evaluation of a new middle grades reform initiative, the program participants (i.e., teachers, coaches, and principals) reported they perceived that students' social and emotional needs interfaced with implementation of the reform. In particular, participants perceived that students' need for a safe, supportive, and engaging environment…

  12. Gifted Students' Perceptions of the Academic and Social/Emotional Effects of Homogeneous and Heterogeneous Grouping

    ERIC Educational Resources Information Center

    Adams-Byers, Jan; Whitsell, Sara Squiller; Moon, Sidney M.

    2004-01-01

    This study investigated student perceptions of differences in academic and social effects that occur when gifted and talented youth are grouped homogeneously (i.e., in special classes for gifted students) as contrasted with heterogeneously (i.e., in classes with many ability levels represented). Forty-four students in grades 5-11 completed…

  13. Promoting academic and social-emotional school readiness: the head start REDI program.

    PubMed

    Bierman, Karen L; Domitrovich, Celene E; Nix, Robert L; Gest, Scott D; Welsh, Janet A; Greenberg, Mark T; Blair, Clancy; Nelson, Keith E; Gill, Sukhdeep

    2008-01-01

    Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty-six 4-year-old children tracked their progress over the course of the 1-year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.

  14. Parental Socialization of Emotion

    PubMed Central

    Cumberland, Amanda; Spinrad, Tracy L.

    2006-01-01

    Recently, there has been a resurgence of research on emotion, including the socialization of emotion. In this article, a heuristic model of factors contributing to the socialization of emotion is presented. Then literature relevant to the socialization of children’s emotion and emotion-related behavior by parents is reviewed, including (a) parental reactions to children’s emotions, (b) socializers’ discussion of emotion, and (c) socializers’ expression of emotion. The relevant literature is not conclusive and most of the research is correlational. However, the existing body of data provides initial support for the view that parental socialization practices have effects on children’s emotional and social competence and that the socialization process is bidirectional. In particular, parental negative emotionality and negative reactions to children’s expression of emotion are associated with children’s negative emotionality and low social competence. In addition, possible moderators of effects such as level of emotional arousal are discussed. PMID:16865170

  15. Academic Success: Tapping the Emotions.

    ERIC Educational Resources Information Center

    Knowles, Barry S.

    1983-01-01

    A program designed to combine academic instruction with the emotions was implemented in a resource room for elementary learning and/or behavior problem children. Activities focused on the senses and included contributing to a class poem and writing individual poems about emotions. (CL)

  16. Behavioral and emotional adjustment, family functioning, academic performance, and social relationships in children with selective mutism.

    PubMed

    Cunningham, Charles E; McHolm, Angela; Boyle, Michael H; Patel, Sejal

    2004-11-01

    This study addressed four questions which parents of children with selective mutism (SM) frequently ask: (1) Is SM associated with anxiety or oppositional behavior? (2) Is SM associated with parenting and family dysfunction? (3) Will my child fail at school? and (4) Will my child make friends or be teased and bullied? In comparison to a sample of 52 community controls, 52 children with SM were more anxious, obsessive, and prone to somatic complaints. In contrast, children with SM were less oppositional and evidenced fewer attentional difficulties at school. We found no group differences in family structure, economic resources, family functioning, maternal mood difficulties, recreational activities, or social networks. While parents reported no differences in parenting strategies, children with SM were described as less cooperative in disciplinary situations. The academic (e.g., reading and math) and classroom cooperative skills of children with SM did not differ from controls. Parents and teachers reported that children with SM had significant deficits in social skills. Though teachers and parents rated children with SM as less socially assertive, neither teachers nor parents reported that children with SM were victimized more frequently by peers. PMID:15482497

  17. Factors Mediating the Relationship between Social Skills and Academic Grades in a Sample of Students Diagnosed with Learning Disabilities or Emotional Disturbance

    ERIC Educational Resources Information Center

    Milsom, Amy; Glanville, Jennifer L.

    2010-01-01

    Research has found students with high incidence disabilities to be at risk for academic difficulties and school dropout. Using data from the NLTS-2 database, relationships between social skills and grades were examined for students who were diagnosed with learning disabilities or emotional disturbance. Results revealed significant direct and…

  18. Using Social-Emotional and Character Development to Improve Academic Outcomes: A Matched-Pair, Cluster-Randomized Controlled Trial in Low-Income, Urban Schools

    ERIC Educational Resources Information Center

    Bavarian, Niloofar; Lewis, Kendra M.; DuBois, David L.; Acock, Alan; Vuchinich, Samuel; Silverthorn, Naida; Snyder, Frank J.; Day, Joseph; Ji, Peter; Flay, Brian R.

    2013-01-01

    Background: School-based social-emotional and character development (SECD) programs can influence not only SECD but also academic-related outcomes. This study evaluated the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth. Methods: The longitudinal study used a matched-pair, cluster-randomized…

  19. Learning to Read Against All Odds: Using Precision Reading to Enhance Literacy in Students with Cognitive Impairments, Extreme Academic Deficits, and Severe Social, Emotional, and Psychiatric Problems

    ERIC Educational Resources Information Center

    Freeze, Rick; Cook, Paula

    2005-01-01

    The purpose of this study was to assess the efficacy and practicality of precision reading, a constructive reading intervention, with students with cognitive impairments, extreme academic deficits in reading, and severe social, emotional, and psychiatric problems. As precision reading had shown promise with students with low achievement, learning…

  20. Emotional and Social Issues

    MedlinePlus

    ... Epinephrine Emotional & Social Issues Find a Support Group Bullying Prevention Spread the Word True Stories Stay Informed ... Epinephrine Emotional & Social Issues Find a Support Group Bullying Prevention Spread the Word True Stories Stay Informed ...

  1. The Relationship between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families

    ERIC Educational Resources Information Center

    Muelle, Christina More

    2010-01-01

    Social and emotional development has been considered an important factor in child development which has been placed at the end of the learning spectrum due to high stakes testing. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has…

  2. The Emotional Foundations of Social Understanding

    ERIC Educational Resources Information Center

    Warren, Heather K.; Denham, Susanne A.; Bassett, Hideko H.

    2008-01-01

    The infant and toddler years are a watershed of development in the emotional domain. These skills lay the foundation for positive social interactions, and ultimately, academic and life success. This article describes the development of three skills that are central in creating successful relationships: expressing emotion, understanding emotion,…

  3. Empirical Evidence of Social and Emotional Learning's Influence on School Success: A Commentary on "Building Academic Success on Social and Emotional Learning: What Does the Research Say?," a Book Edited by Joseph E. Zins, Roger P. Weissberg, Margaret C. Wang, and Herbert J. Walberg

    ERIC Educational Resources Information Center

    Taylor, Rebecca D.; Dymnicki, Allison B.

    2007-01-01

    In Building Academic Success on Social and Emotional Learning: What does the Research Say? Zins and his colleagues presented a new way to conceptualize the impact of social and emotional learning programs on students' school success by broadening the concept to include students' attitudes, behaviors, and performance. To build on Zins' ideas, we…

  4. The relation between third graders' after-school care and social, academic, and emotional functioning.

    PubMed

    Vandell, D L; Corasaniti, M A

    1988-08-01

    Outcome differences associated with types of after-school care were explored among 150 white, predominantly middle-class third graders from a suburban school system. Children returned home to their mothers, attended day-care centers, stayed with sitters, or returned home alone or with siblings. No differences were found between latchkey and mother-care children in terms of their classroom sociometric nominations, academic grades, standardized test scores, conduct grades, self-reports of self-competence, or parent and teacher ratings of the children. Significant differences were found for children who attended day-care centers after school. These children received more negative peer nominations, made lower academic grades, and had lower standardized test scores than either mother-care or latchkey children. The children who stayed with sitters after school received more negative peer nominations than the latchkey and mother-care children but, in other areas, resembled these groups. These outcome differences were apparent in both divorced and intact families. Factors contributing to these differences are examined. PMID:3168625

  5. The relation between third graders' after-school care and social, academic, and emotional functioning.

    PubMed

    Vandell, D L; Corasaniti, M A

    1988-08-01

    Outcome differences associated with types of after-school care were explored among 150 white, predominantly middle-class third graders from a suburban school system. Children returned home to their mothers, attended day-care centers, stayed with sitters, or returned home alone or with siblings. No differences were found between latchkey and mother-care children in terms of their classroom sociometric nominations, academic grades, standardized test scores, conduct grades, self-reports of self-competence, or parent and teacher ratings of the children. Significant differences were found for children who attended day-care centers after school. These children received more negative peer nominations, made lower academic grades, and had lower standardized test scores than either mother-care or latchkey children. The children who stayed with sitters after school received more negative peer nominations than the latchkey and mother-care children but, in other areas, resembled these groups. These outcome differences were apparent in both divorced and intact families. Factors contributing to these differences are examined.

  6. The Evocative Influence of Child Academic and Social-Emotional Adjustment on Parent Involvement in Inner-City Schools

    ERIC Educational Resources Information Center

    Hoglund, Wendy L. G.; Jones, Stephanie M.; Brown, Joshua L.; Aber, J. Lawrence

    2015-01-01

    The current study examines 3 alternative conceptual models of the directional associations between parent involvement in schooling (homework assistance, home-school conferencing, school-based support) and child adjustment (academic and social competence, aggressive behaviors). The parent socialization model tests the hypothesis that parent…

  7. Differential Effect of Social-Emotional Behaviors on Academic Achievement of Language-Minority Students

    ERIC Educational Resources Information Center

    Sung, Youngji

    2014-01-01

    Background: Language minority students, who are mostly immigrant students tend to perform at lower levels in school and to be at risk of school failure when they are limited in English proficiency (LEP). Objective: Based on the previous studies that addressed the importance of students' social skills for school success, I examined the social…

  8. Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI.

    PubMed

    Nix, Robert L; Bierman, Karen L; Domitrovich, Celene E; Gill, Sukhdeep

    2013-01-01

    This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI intervention, compared to "usual practice" Head Start. In a large-scale randomized-controlled trial (N = 356 children, 42% African American or Latino, all from low-income families), this study tests the logic model that improving preschool social-emotional skills (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy skills will promote cross-domain academic and behavioral adjustment after children transition into kindergarten. Validating this logic model, the present study finds that intervention effects on three important kindergarten outcomes (e.g., reading achievement, learning engagement, and positive social behavior) were mediated by preschool gains in the proximal social-emotional and language/emergent literacy skills targeted by the REDI intervention. Importantly, preschool gains in social-emotional skills made unique contributions to kindergarten outcomes in reading achievement and learning engagement, even after accounting for the concurrent preschool gains in vocabulary and emergent literacy skills. These findings highlight the importance of fostering at-risk children's social-emotional skills during preschool as a means of promoting school readiness. The REDI (Research-Based, Developmentally-Informed) enrichment intervention was designed to complement and strengthen the impact of existing Head Start programs in the dual domains of language/emergent literacy skills and social-emotional competencies. REDI was one of several projects funded by the Interagency School Readiness Consortium, a partnership of four federal agencies (the National Institute of Child Health and Human Development, the Administration for Children and Families, the Assistant Secretary for Planning and Evaluation in the Department of Health and Human Services, and the

  9. The Pullout Program Day a Week School for Gifted Children: Effects on Social-Emotional and Academic Functioning

    ERIC Educational Resources Information Center

    van der Meulen, Rachel T.; van der Bruggen, Corine O.; Spilt, Jantine L.; Verouden, Jaap; Berkhout, Maria; Bögels, Susan M.

    2014-01-01

    Background: Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social-emotional and behavioral problems. A pullout program, the "Day a Week School" (DWS), was offered to gifted children in 25 elementary…

  10. WWC Quick Review of the Article "Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program"

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2009

    2009-01-01

    This study examined whether the Head Start Research-based Developmentally Informed (REDI) program is more effective than the standard Head Start program at improving the language, emergent literacy, and social-emotional skills of preschoolers. Head Start centers in three Pennsylvania counties were randomly assigned either to use the REDI program…

  11. Contextual Influences on the Implementation of a Schoolwide Intervention to Promote Students' Social, Emotional, and Academic Learning

    ERIC Educational Resources Information Center

    Anyon, Yolanda; Nicotera, Nicole; Veeh, Christopher A.

    2016-01-01

    Schoolwide interventions are among the most effective approaches for improving students' behavioral and academic outcomes. However, researchers have documented consistent challenges with implementation fidelity and have argued that school social workers should be engaged in efforts to improve treatment integrity. This study examines contextual…

  12. Using social-emotional and character development to improve academic outcomes: a matched-pair, cluster-randomized controlled trial in low-income, urban schools

    PubMed Central

    Lewis, Kendra M.; DuBois, David L.; Acock, Alan; Vuchinich, Samuel; Silverthorn, Naida; Snyder, Frank J.; Day, Joseph; Ji, Peter; Flay, Brian R.

    2013-01-01

    BACKGROUND School-based social-emotional and character development (SECD) programs can influence not only SECD, but also academic-related outcomes. This study evaluated the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth. METHODS The longitudinal study used a matched-pair, cluster-randomized controlled design. Student-reported disaffection with learning and academic grades, and teacher ratings of academic ability and motivation were assessed for a cohort followed from grades 3 to 8. Aggregate school records were used to assess standardized test performance (for entire school, cohort, and demographic subgroups) and absenteeism (entire school). Multilevel growth-curve analyses tested program effects. RESULTS PA significantly improved growth in academic motivation and mitigated disaffection with learning. There was a positive impact of PA on absenteeism and marginally significant impact on math performance of all students. There were favorable program effects on reading for African American boys and cohort students transitioning between grades 7 and 8, and on math for girls and low-income students. CONCLUSIONS A school-based SECD program was found to influence academic outcomes among students living in low-income, urban communities. Future research should examine mechanisms by which changes in SECD influence changes in academic outcomes. PMID:24138347

  13. Intimacy and Emotional Labour in Academic Development

    ERIC Educational Resources Information Center

    Kelly, Adrian

    2015-01-01

    The affective dimensions of intimacy and emotional labour in academic development are explored utilising two methodological resources: autoethnography and narrative practice. An excerpt from the author's reflective professional journal infused with affect and emotion is analysed utilising theories of intimacy in modernity, emotion work, and…

  14. Early Childhood Teachers as Socializers of Young Children's Emotional Competence

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine

    2012-01-01

    Young children's emotional competence--regulation of emotional expressiveness and experience when necessary, and knowledge of their own and other's emotions--is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are…

  15. Developing Social and Emotional Aspects of Learning: The American Experience

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Moceri, Dominic C.

    2012-01-01

    Developments in American policy, research and professional development to promote social and emotional learning in schools have drawn on work carried out by the Collaborative for Academic, Social, and Emotional Learning (CASEL), encouraged by the popular and political catalyst of Daniel Goleman's work on emotional intelligence. Based on CASEL's…

  16. Social and Emotional Learning in a Freshman Seminar

    ERIC Educational Resources Information Center

    Wyatt, Jeannette B.; Bloemker, Geraldine A.

    2013-01-01

    First year college students are challenged both socially and academically in their transition to college life. The literature suggests that social and emotional competence skills can help with this transition. This article describes the course content for a University freshman seminar that teaches skills in social and emotional competence in order…

  17. Using Emotional and Social Factors To Predict Student Success.

    ERIC Educational Resources Information Center

    Pritchard, Mary E.; Wilson, Gregory S.

    2003-01-01

    College academic success and retention have traditionally been predicted using demographic and academic variables. This study moved beyond traditional predictors. A survey of 218 undergraduate students revealed that emotional and social factors (e.g., stress, frequency of alcohol consumption) related to GPA and emotional factors (e.g.,…

  18. Social, Emotional, and Behavioral Functioning of Secondary School Students with Low Academic and Language Performance: Perspectives from Students, Teachers, and Parents

    ERIC Educational Resources Information Center

    Joffe, Victoria L.; Black, Emma

    2012-01-01

    Purpose: Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language…

  19. Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD

    ERIC Educational Resources Information Center

    Ryser, Jeannine; Alden, Peg

    2005-01-01

    Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship;…

  20. Emotional mimicry as social regulation.

    PubMed

    Hess, Ursula; Fischer, Agneta

    2013-05-01

    Emotional mimicry is the imitation of the emotional expressions of others. According to the classic view on emotional mimicry (the Matched Motor Hypothesis), people mimic the specific facial movements that comprise a discrete emotional expression. However, little evidence exists for the mimicry of discrete emotions; rather, the extant evidence supports only valence-based mimicry. We propose an alternative Emotion Mimicry in Context view according to which emotional mimicry is not based on mere perception but rather on the interpretation of signals as emotional intentions in a specific context. We present evidence for the idea that people mimic contextualized emotions rather than simply expressive muscle movements. Our model postulates that (implicit or explicit) contextual information is needed for emotional mimicry to take place. It takes into account the relationship between observer and expresser, and suggests that emotional mimicry depends on this relationship and functions as a social regulator.

  1. Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills

    ERIC Educational Resources Information Center

    Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A.

    2015-01-01

    Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the…

  2. Measuring Elementary School Students' Social and Emotional Skills: Providing Educators with Tools to Measure and Monitor Social and Emotional Skills That Lead to Academic Success. Publication #2014-37

    ERIC Educational Resources Information Center

    Scarupa, Harriet J., Ed.

    2014-01-01

    Mounting research evidence points to social and emotional skills as playing a central role in shaping student achievement, workplace readiness, and adult wellbeing. This report describes the rigorous, collaborative work undertaken by the Tauck Family Foundation and Child Trends, a national leader in measuring children's development and wellbeing,…

  3. Addressing the Social and Academic Behavior of a Student with Emotional and Behavioral Disorders in an Alternative Setting

    ERIC Educational Resources Information Center

    Swoszowski, N. C.; Jolivette, K.; Frederick, L. D.

    2013-01-01

    Check-In/Check-Out is a secondary tier positive behavior support program in which an adult mentor is paired with a student to address problem behavior and support appropriate behavior. This case study extended the implementation of the Check-In/Check-Out strategy to a residential facility for students with emotional and behavioral disorders. The…

  4. Measuring Emotion Socialization in Schools

    ERIC Educational Resources Information Center

    Horner, Christy G.; Wallace, Tanner L.

    2013-01-01

    Background: Understanding how school personnel can best support students' development of communication skills around feelings is critical to long-term health outcomes. The measurement of emotion socialization in schools facilitates future research in this area; we review existing measures of emotion socialization to assess their applicability…

  5. Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) Teacher Rating Scale and multiple gating procedure within elementary and middle school samples.

    PubMed

    Kilgus, Stephen P; Eklund, Katie; von der Embse, Nathaniel P; Taylor, Crystal N; Sims, Wesley A

    2016-10-01

    The primary purposes of this investigation were to (a) continue a line of research examining the psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS), and (b) develop and preliminarily evaluate the diagnostic accuracy of a novel multiple gating procedure based on teacher nomination and the SAEBRS-TRS. Two studies were conducted with elementary and middle school student samples across two separate geographic locations. Study 1 (n=864 students) results supported SAEBRS-TRS defensibility, revealing acceptable to optimal levels of internal consistency reliability, concurrent validity, and diagnostic accuracy. Findings were promising for a combined multiple gating procedure, which demonstrated acceptable levels of sensitivity and specificity. Study 2 (n=1534 students), which replicated Study 1 procedures, further supported the SAEBRS-TRS' psychometric defensibility in terms of reliability, validity, and diagnostic accuracy. Despite the incorporation of revisions intended to promote sensitivity levels, the combined multiple gating procedure's diagnostic accuracy was similar to that found in Study 1. Taken together, results build upon prior research in support of the applied use of the SAEBRS-TRS, as well as justify future research regarding a SAEBRS-based multiple gating procedure. Implications for practice and study limitations are discussed.

  6. Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) Teacher Rating Scale and multiple gating procedure within elementary and middle school samples.

    PubMed

    Kilgus, Stephen P; Eklund, Katie; von der Embse, Nathaniel P; Taylor, Crystal N; Sims, Wesley A

    2016-10-01

    The primary purposes of this investigation were to (a) continue a line of research examining the psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS), and (b) develop and preliminarily evaluate the diagnostic accuracy of a novel multiple gating procedure based on teacher nomination and the SAEBRS-TRS. Two studies were conducted with elementary and middle school student samples across two separate geographic locations. Study 1 (n=864 students) results supported SAEBRS-TRS defensibility, revealing acceptable to optimal levels of internal consistency reliability, concurrent validity, and diagnostic accuracy. Findings were promising for a combined multiple gating procedure, which demonstrated acceptable levels of sensitivity and specificity. Study 2 (n=1534 students), which replicated Study 1 procedures, further supported the SAEBRS-TRS' psychometric defensibility in terms of reliability, validity, and diagnostic accuracy. Despite the incorporation of revisions intended to promote sensitivity levels, the combined multiple gating procedure's diagnostic accuracy was similar to that found in Study 1. Taken together, results build upon prior research in support of the applied use of the SAEBRS-TRS, as well as justify future research regarding a SAEBRS-based multiple gating procedure. Implications for practice and study limitations are discussed. PMID:27586068

  7. Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Haynes, Norris M.

    2008-01-01

    Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade…

  8. The Impact of Children's Social Adjustment on Academic Outcomes.

    PubMed

    Derosier, Melissa E; Lloyd, Stacey W

    2011-01-01

    This study tested whether social adjustment added to the prediction of academic outcomes above and beyond prior academic functioning. School records and peer-, teacher-, and self-report measures were collected for 1,255 third grade children in the fall and spring of the school year. Social acceptance by and aggression with peers were included as measures of social adjustment. Academic outcomes included math and reading GPA, classroom behavior, academic self-esteem, and absenteeism. As expected, support for the causal model was found where both forms of social adjustment contributed independently to the prediction of each area of academic adjustment. Gender differences in the patterns of results were present, particularly for the impact of aggression on academic adjustment. Discussion focuses on the implications for social-emotional literacy programs to prevent negative academic outcomes.

  9. Perceived Behavioral Atypicality as a Predictor of Social Rejection and Peer Victimization: Implications for Emotional Adjustment and Academic Achievement

    ERIC Educational Resources Information Center

    DeRosier, Melissa E.; Mercer, Sterett H.

    2009-01-01

    This study examined perceived behavioral atypicality as a predictor of children's school-based adjustment. First, a descriptive pilot study was conducted to examine children's reasons for nominating peers as behaviorally atypical. Then, atypicality was investigated in relation to school-based adjustment in a two-wave panel design. Social problems,…

  10. Academic Identification as a Mediator of the Relationship between Parental Socialization and Academic Achievement

    ERIC Educational Resources Information Center

    Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.

    2013-01-01

    This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic…

  11. Social and Emotional Development of Learning Disabled Children.

    ERIC Educational Resources Information Center

    Blanton, Gloria H.

    The social and emotional development of learning disabled students needs to be addressed in education programming effort. Social skills, which are essential to academic as well as social success, can be taught through such methods as role playing, games, grouping, puppetry, behavior modification, and problem-solving exercises. In addition,…

  12. Children's judgements and emotions about social exclusion based on weight.

    PubMed

    Nguyen, Christine; Malti, Tina

    2014-09-01

    This study examined children's judgements and emotions associated with weight-based social exclusion using an ethnically diverse sample of one hundred and seventeen 9- and 13-year-old children. Children were interviewed about three scenarios depicting weight-based exclusion in athletic, academic, and social contexts. Children's judgements of exclusion, emotions attributed to the excluder and excluded targets, and justifications for judgements and emotions were examined. Overall, children judged weight-based exclusion to be wrong for moral reasons. However, they viewed weight-based exclusion in athletic contexts as less wrong compared with academic contexts, and they used more social-conventional reasoning to justify judgements and emotions attributed to excluders in athletic contexts compared with academic and social contexts. Children also expected excluded targets to feel negative emotions, whereas a range of positive and negative emotions was attributed to excluders. In addition, older children were more accepting of weight-based exclusion in athletic contexts than in academic and social contexts. We discuss the results in relation to the development of children's understanding of, and emotions associated with, exclusion based on weight.

  13. Emotional intelligence and social functioning in persons with schizotypy.

    PubMed

    Aguirre, Fabian; Sergi, Mark J; Levy, Cynthia A

    2008-09-01

    The present study is the first to examine emotional intelligence in persons with schizotypy. Over 2100 undergraduates were screened for schizotypy with the Schizotypal Personality Questionnaire-Brief Version. Forty participants identified as persons with high schizotypy and 56 participants identified as persons with low schizotypy completed assessments of emotional intelligence (Mayer-Salovey-Caruso Emotional Intelligence Test), social functioning (Social Adjustment Scale-Self Report), verbal episodic (secondary) memory (California Verbal Learning Test), and executive functioning (Wisconsin Card Sorting Test). Persons high in schizotypy were impaired in overall emotional intelligence and two aspects of emotional intelligence, the ability to perceive emotions and the ability to manage emotions. Persons high in schizotypy were also impaired in three aspects of social functioning: peer relationships, family relationships, and academic functioning. Group differences in verbal episodic (secondary) memory and executive functioning were not observed. For persons with high schizotypy, overall emotional intelligence and two aspects of emotional intelligence, the ability to perceive emotions and the ability to manage emotions, were associated with peer relationship functioning. Overall emotional intelligence was associated with verbal episodic (secondary) memory, but not executive functioning, in persons with high schizotypy. The current findings suggest that emotional intelligence is impaired in persons with schizotypy and that these impairments affect their social functioning.

  14. Emotional Intelligence and Academic Attainment of British Secondary School Children: A Cross-Sectional Survey

    ERIC Educational Resources Information Center

    Vidal Rodeiro, Carmen L.; Emery, Joanne L.; Bell, John F.

    2012-01-01

    Trait emotional intelligence (trait EI) covers a wide range of self-perceived skills and personality dispositions such as motivation, confidence, optimism, peer relations and coping with stress. In the last few years, there has been a growing awareness that social and emotional factors play an important part in students' academic success and it…

  15. Academic Choice for Included Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Skerbetz, Mandi Davis; Kostewicz, Douglas E.

    2013-01-01

    Students with emotional disturbances present with behavioral and academic deficits that often limit their participation in general education settings. As an antecedent intervention, academic choice provides multiple choices surrounding academic work promoting academic and behavioral gains. The authors examined the effects of assignment choice with…

  16. The plasticity of social emotions.

    PubMed

    Klimecki, Olga M

    2015-01-01

    Social emotions such as empathy or compassion greatly facilitate our interactions with others. Despite the importance of social emotions, scientific studies have only recently revealed functional neural plasticity associated with the training of such emotions. Using the framework of two antagonistic neural systems, the threat and social disconnection system on the one hand, and the reward and social connection system on the other, this article describes how training compassion and empathy can change the functioning of these systems in a targeted manner. Whereas excessive empathic sharing of suffering can increase negative feelings and activations in the insula and anterior cingulate cortex (corresponding to the threat and social disconnection system), compassion training can strengthen positive affect and neural activations in the medial orbitofrontal cortex and striatum (corresponding to the reward and social connection system). These neuroimaging findings are complemented by results from behavioral studies showing that compassion is linked to helping and forgiveness behavior, whereas empathic distress not only decreases helping behavior, but is even associated with increased aggressive behavior. Taken together, these data provide encouraging evidence for the plasticity of adaptive social emotions with wide-ranging implications for basic science and applied settings. PMID:26369728

  17. The plasticity of social emotions.

    PubMed

    Klimecki, Olga M

    2015-01-01

    Social emotions such as empathy or compassion greatly facilitate our interactions with others. Despite the importance of social emotions, scientific studies have only recently revealed functional neural plasticity associated with the training of such emotions. Using the framework of two antagonistic neural systems, the threat and social disconnection system on the one hand, and the reward and social connection system on the other, this article describes how training compassion and empathy can change the functioning of these systems in a targeted manner. Whereas excessive empathic sharing of suffering can increase negative feelings and activations in the insula and anterior cingulate cortex (corresponding to the threat and social disconnection system), compassion training can strengthen positive affect and neural activations in the medial orbitofrontal cortex and striatum (corresponding to the reward and social connection system). These neuroimaging findings are complemented by results from behavioral studies showing that compassion is linked to helping and forgiveness behavior, whereas empathic distress not only decreases helping behavior, but is even associated with increased aggressive behavior. Taken together, these data provide encouraging evidence for the plasticity of adaptive social emotions with wide-ranging implications for basic science and applied settings.

  18. Social and Emotional Aging

    PubMed Central

    Charles, Susan; Carstensen, Laura L.

    2014-01-01

    The past several decades have witnessed unidimensional decline models of aging give way to life-span developmental models that consider how specific processes and strategies facilitate adaptive aging. In part, this shift was provoked by the stark contrast between findings that clearly demonstrate decreased biological, physiological, and cognitive capacity with those suggesting that people are generally satisfied in old age and experience relatively high levels of emotional well-being. In recent years, this supposed “paradox” of aging has been reconciled through careful theoretical analysis and empirical investigation. Viewing aging as adaptation sheds light on resilience, wellbeing, and emotional distress across adulthood. PMID:19575618

  19. Reviving Oral Reading Practices with English Learners by Integrating Social-Emotional Learning

    ERIC Educational Resources Information Center

    Dresser, Rocio

    2012-01-01

    The purpose of this article is to provide background on integrating social-emotional learning (SEL) into classroom oral reading practices. The section that follows outlines some of the language and academic demands English learners (ELs) face at school. Another section considers the relationship between academic and social-emotional learning. The…

  20. Measuring Social-Emotional Skills to Advance Science and Practice

    ERIC Educational Resources Information Center

    McKown, Clark; Russo-Ponsaran, Nicole; Johnson, Jason

    2016-01-01

    The ability to understand and effectively interact with others is a critical determinant of academic, social, and life success (DiPerna & Elliott, 2002). An area in particular need of scalable, feasible, usable, and scientifically sound assessment tools is social-emotional comprehension, which includes mental processes enlisted to encode,…

  1. Empirically Valid Strategies to Improve Social and Emotional Competence of Preschool Children

    ERIC Educational Resources Information Center

    McCabe, Paul C.; Altamura, Michelle

    2011-01-01

    Research over the past few decades has highlighted the importance of social and emotional competence in preschool children on later academic, social, and psychological outcomes. Children who are socially and emotionally competent have increased socialization opportunities with peers, develop more friends, have better relationships with their…

  2. Boosting Social and Emotional Competence

    ERIC Educational Resources Information Center

    Beland, Kathy

    2007-01-01

    Beland maintains that high school students will need a high level of skill in the social and emotional arena to be ready for competitive employment in the 21st century. In a 2006 survey, human resource professionals said five skills were most crucial to high school graduates' success: professionalism/work ethic; teamwork; oral communications;…

  3. Social Emotional Learning Skills and Educational Stress

    ERIC Educational Resources Information Center

    Çelik, Ismail

    2013-01-01

    The basic aim of this research is to examine the predicting role of social emotional learning skills in educational stress. The participants were 238 adolescents at high school. In this study, the Social Emotional Learning Skills Scale and the Educational Stress Scale were used. The relationships between social emotional learning skills and…

  4. Social-Emotional Development

    ERIC Educational Resources Information Center

    Moran, Lyndsey R.; Lengua, Liliana J.; Zalewski, Maureen

    2013-01-01

    Interactions between reactive and regulatory dimensions of temperament may be particularly relevant to children's adjustment but are examined infrequently. This study investigated these interactions by examining effortful control as a moderator of the relations of fear and frustration reactivity to children's social competence, internalizing, and…

  5. Positive Academic Emotions Moderate the Relationship between Self-Regulation and Academic Achievement

    ERIC Educational Resources Information Center

    Villavicencio, Felicidad T.; Bernardo, Allan B. I.

    2013-01-01

    Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models,…

  6. Which Emotional Profiles Exhibit the Best Learning Outcomes? A Person-Centered Analysis of Students' Academic Emotions

    ERIC Educational Resources Information Center

    Ganotice, Fraide A., Jr.; Datu, Jesus Alfonso D.; King, Ronnel B.

    2016-01-01

    Previous studies on academic emotions have mostly used variable-centered approaches. Although these studies have elucidated the relationships between academic emotions and key academic outcomes, they cannot identify naturally-occurring groups of students defined by distinct academic emotion profiles. In this study, we adopted a person-centered…

  7. Teacher and Observer Ratings of Young African American Children's Social and Emotional Competence

    ERIC Educational Resources Information Center

    Humphries, Marisha L.; Keenan, Kate; Wakschlag, Lauren S.

    2012-01-01

    Children's social and emotional competence abilities have been linked to successful social interactions and academic performance. This study examined the teacher and observer ratings of social and emotional competence for 89 young (3- to 5-year-old), African American children from economically stressed urban environments. There was a specific…

  8. Conceptualizing Emotions in Social Studies Education

    ERIC Educational Resources Information Center

    Sheppard, Maia; Katz, Doran; Grosland, Tanetha

    2015-01-01

    This review of research investigates how the field of social studies education conceptualizes emotions within its literature. Analysis indicates a lack of theoretical and empirical engagement with emotions, even when the presence of emotions is explicitly acknowledged. Drawing on Michalinos Zembylas's framework for researching emotions in…

  9. How To Launch a Social and Emotional Learning Program.

    ERIC Educational Resources Information Center

    Elias, Maurice J.; And Others

    1997-01-01

    Addresses attitudinal and logistical roadblocks to launching social and emotional learning programs. Debunks ideas that such programs are either faddish, ineffective, "New-Age," or detractions from academic learning. Stresses conceptual origins in the work of Daniel Goleman, Howard Gardner, and Robert Sylwester. Notes educators must work to…

  10. Social and Emotional Learning Policies and Physical Education

    ERIC Educational Resources Information Center

    Jacobs, Jenn; Wright, Paul

    2014-01-01

    There is a current push to broaden the educational agenda by integrating social and emotional learning (SEL) competencies into the academic curriculum. This article describes how physical education (PE) provides a strong platform for integrating SEL standards into the curriculum. The alignment between SEL and the affective learning objectives of…

  11. Trait emotional intelligence influences on academic achievement and school behaviour.

    PubMed

    Mavroveli, Stella; Sánchez-Ruiz, María José

    2011-03-01

    BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren.

  12. Academic Self-Efficacy in Study-Related Skills and Behaviours: Relations with Learning-related Emotions and Academic Success

    ERIC Educational Resources Information Center

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-01-01

    Background: Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. Aims: To examine whether…

  13. How Social and Emotional Development Add Up: Getting Results in Math and Science Education. Series on Social Emotional Learning.

    ERIC Educational Resources Information Center

    Haynes, Norris M., Ed.; Ben-Avie, Michael, Ed.; Ensign, Jacque, Ed.

    This book is for math and science teachers who are eager to find creative and stimulating ways to engage student interest and boost their academic performance. A group of contributors including both psychologists and teachers outline the principles of social emotional learning (SEL) that educators can follow to help all students achieve in the…

  14. Demystifying Academic Writing: Reflections on Emotions, Know-How and Academic Identity

    ERIC Educational Resources Information Center

    Cameron, Jenny; Nairn, Karen; Higgins, Jane

    2009-01-01

    Writing is the foundation of academic practice, yet academic writing is seldom explicitly taught. As a result many beginning (and experienced) academics struggle with writing and the difficult emotions, particularly the self-doubt, that writing stirs up. Yet it need not be like this. In this paper, strategies are discussed for attending to the…

  15. Impact of a College Freshman Social and Emotional Learning Curriculum on Student Learning Outcomes: An Exploratory Study

    ERIC Educational Resources Information Center

    Wang, Ning; Wilhite, Stephen C.; Wyatt, Jeannette; Young, Thomas; Bloemker, Geraldine; Wilhite, Emily

    2012-01-01

    This study investigates the impact of implementing a social and emotional learning curriculum for college freshmen on student learning outcomes, including social and emotional competence and academic performance. Through the use of a quasi-experimental design, the growth in social and emotional competence of students who participated in the social…

  16. Between- and Within-Domain Relations of Students' Academic Emotions

    ERIC Educational Resources Information Center

    Goetz, Thomas; Frenzel, Anne C.; Pekrun, Reinhard; Hall, Nathan C.; Ludtke, Oliver

    2007-01-01

    The authors investigated between- and within-domain relations of academic emotions, including students' enjoyment, pride, anxiety, anger, and boredom experienced in mathematics, physics, German, and English classes (N = 542; Grades 8 and 11). Corroborating assumptions of domain specificity, the between-domains relations of these emotions were weak…

  17. Classroom Emotional Climate, Student Engagement, and Academic Achievement

    ERIC Educational Resources Information Center

    Reyes, Maria R.; Brackett, Marc A.; Rivers, Susan E.; White, Mark; Salovey, Peter

    2012-01-01

    The emotional connections students foster in their classrooms are likely to impact their success in school. Using a multimethod, multilevel approach, this study examined the link between classroom emotional climate and academic achievement, including the role of student engagement as a mediator. Data were collected from 63 fifth- and sixth-grade…

  18. Development and Construct Validation of an Academic Emotions Scale

    ERIC Educational Resources Information Center

    Govaerts, Sophie; Gregoire, Jacques

    2008-01-01

    This article describes the development and two studies on the construct validity of the Academic Emotions Scale (AES). The AES is a French self-report questionnaire assessing six emotions in the context of school learning: enjoyment, hope, pride, anxiety, shame and frustration. Its construct validity was studied through exploratory and…

  19. Using an Academic Peer Interaction Contingency with Emotionally Disturbed Children

    ERIC Educational Resources Information Center

    Coon, Robert C.; And Others

    1976-01-01

    An academic peer interaction contingency was introduced into an ongoing token economy program in a class of five emotionally disturbed children with minimal interpersonal skills. Seven behavioral categories of academically relevant and irrelevant behaviors were recorded during multiple baseline, contingency, and follow-up observation periods.…

  20. Academic Performance, School Desertion and Emotional Paradigm in University Students

    ERIC Educational Resources Information Center

    Sosa, Emma Rosa Cruz; Barrientos, Laura Gática; Castro, Patricia Eugenia García; García, Jesús Hernández

    2010-01-01

    The present work aims to describe academic performance, school desertion and the emotional paradigm of the university students of the accounting school of the Benemérita Universidad Autónoma de Puebla (FCPBUAP). We have found that low academic performance is related to students' economic deficiency, which affects their concentration on their…

  1. The Effects of Therapeutic Morning Meetings as a Socio-Emotional, Behavioral, and Academic Intervention on Middle School Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Pfitzer, Bryan A.

    2010-01-01

    Middle school students identified with emotional and behavioral disorders exhibit problem behaviors and often lack the social and academic skills necessary to be successful students. Moreover, these students display low academic motivation, earn failing grades, and have high rates of suspension due to unsafe and inappropriate behaviors. Using a…

  2. Maternal depressive symptoms, toddler emotion regulation, and subsequent emotion socialization.

    PubMed

    Premo, Julie E; Kiel, Elizabeth J

    2016-03-01

    Although many studies have examined how maternal depressive symptoms relate to parenting outcomes, less work has examined how symptoms affect emotion socialization, a parenting construct linked to a myriad of socioemotional outcomes in early childhood. In line with a transactional perspective on the family, it is also important to understand how children contribute to these emotional processes. The current study examined how toddler emotion regulation strategies moderated the relation between maternal depressive symptoms and emotion socialization responses, including nonsupportive responses (e.g., minimizing, responding punitively to children's negative emotions) and wish-granting, or the degree to which mothers give in to their children's demands in order to decrease their children's and their own distress. Mothers (n = 91) and their 24-month-old toddlers participated in laboratory tasks from which toddler emotion regulation behaviors were observed. Mothers reported depressive symptoms and use of maladaptive emotion socialization strategies concurrently and at a 1-year follow-up. The predictive relation between maternal depressive symptoms and emotion socialization was then examined in the context of toddlers' emotion regulation. Toddlers' increased use of caregiver-focused regulation interacted with depressive symptoms in predicting increased wish-granting socialization responses at 36 months. At high levels of toddlers' caregiver-focused regulation, depressive symptoms related to increased wish-granting socialization at 36 months. There was no relation for nonsupportive socialization responses. Results suggest that toddler emotional characteristics influence how depressive symptoms may put mothers at risk for maladaptive parenting. Family psychologists must strive to understand the role of both parent and toddler characteristics within problematic emotional interactions.

  3. Think, Feel, Act: Motivational and Emotional Influences on Military Students' Online Academic Success

    ERIC Educational Resources Information Center

    Artino, Anthony R.

    2009-01-01

    This study employed a social-cognitive view of self-regulated learning to examine how several personal factors relate to academic success in an online course. Service academy undergraduates (N = 481) completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration);…

  4. Teaching Online Social Skills to Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Morgan, Joseph John

    2012-01-01

    Students with emotional and behavioral disorders often lack appropriate social skills. This deficit can lead to negative outcomes including peer and teacher rejection, increased behavioral problems at school, and decreased academic achievement. In order to improve the social outcomes of students with emotional and behavioral disorders, teachers…

  5. Strong Kids--Grades 6-8: A Social and Emotional Learning Curriculum

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Carrizales, Dianna; Feuerborn, Laura; Gueldner, Barbara A.; Tran, Oanh K.

    2007-01-01

    Social-emotional competence--it is a critical part of every child's school success, and just like any academic subject, children need instruction in it. Developed by a top expert, these proven curricula will help promote the social-emotional competence and resilience of children and adolescents. Divided into four age levels from kindergarten…

  6. Strong Teens--Grades 9-12: A Social and Emotional Learning Curriculum

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.

    2007-01-01

    Social-emotional competence--it is a critical part of every child's school success, and just like any academic subject, children need instruction in it. Developed by a top expert, these proven curricula will help promote the social-emotional competence and resilience of children and adolescents. Divided into four age levels from kindergarten…

  7. Brief Report: Integrating Social-Emotional Learning with Literacy Instruction--An Intervention for Children at Risk for Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Daunic, Ann; Corbett, Nancy; Smith, Stephen; Barnes, Tia; Santiago-Poventud, Lourdes; Chalfant, Pam; Pitts, Donna; Gleaton, Jeisha

    2013-01-01

    It is widely believed that children's social-emotional growth and academic learning are inextricably connected. Pressured by high-stakes assessments, however, school professionals find it difficult to devote adequate time to children's social/behavioral development. As a response, we developed and piloted Social-Emotional Learning…

  8. Developing Socially Responsible Leaders in Academic Settings

    ERIC Educational Resources Information Center

    Cauthen, T. W., III

    2016-01-01

    This chapter begins the exploration of what leadership education is through examining the relationship between educational involvement and academic autonomy in the development of socially responsible leaders.

  9. Detecting Emotional Contagion in Massive Social Networks

    PubMed Central

    Coviello, Lorenzo; Sohn, Yunkyu; Kramer, Adam D. I.; Marlow, Cameron; Franceschetti, Massimo; Christakis, Nicholas A.; Fowler, James H.

    2014-01-01

    Happiness and other emotions spread between people in direct contact, but it is unclear whether massive online social networks also contribute to this spread. Here, we elaborate a novel method for measuring the contagion of emotional expression. With data from millions of Facebook users, we show that rainfall directly influences the emotional content of their status messages, and it also affects the status messages of friends in other cities who are not experiencing rainfall. For every one person affected directly, rainfall alters the emotional expression of about one to two other people, suggesting that online social networks may magnify the intensity of global emotional synchrony. PMID:24621792

  10. Affective topic model for social emotion detection.

    PubMed

    Rao, Yanghui; Li, Qing; Wenyin, Liu; Wu, Qingyuan; Quan, Xiaojun

    2014-10-01

    The rapid development of social media services has been a great boon for the communication of emotions through blogs, microblogs/tweets, instant-messaging tools, news portals, and so forth. This paper is concerned with the detection of emotions evoked in a reader by social media. Compared to classical sentiment analysis conducted from the writer's perspective, analysis from the reader's perspective can be more meaningful when applied to social media. We propose an affective topic model with the intention to bridge the gap between social media materials and a reader's emotions by introducing an intermediate layer. The proposed model can be used to classify the social emotions of unlabeled documents and to generate a social emotion lexicon. Extensive evaluations using real-world data validate the effectiveness of the proposed model for both these applications.

  11. Grief as a Social Emotion: Theoretical Perspectives

    ERIC Educational Resources Information Center

    Jakoby, Nina R.

    2012-01-01

    The article explores a sociological perspective on grief as a social emotion. Focusing on the social bond with the deceased, the self-concept of the survivor or the power of feeling rules, general sociological theories of emotions (symbolic interactionism, structural theory, behavioral theory) have the potential to deepen the understanding of…

  12. Antecedents of Academic Emotions: Testing the Internal/External Frame of Reference Model for Academic Enjoyment

    ERIC Educational Resources Information Center

    Goetz, Thomas; Frenzel, Anne C.; Hall, Nathan C.; Pekrun, Reinhard

    2008-01-01

    The present study focused on students' academic enjoyment as predicted by achievement in multiple academic domains. Assumptions were based on Marsh's internal/external (I/E) frame of reference model and Pekrun's control-value theory of achievement emotions, and were tested in a sample of 1380 German students from grades 5 to 10. Students' academic…

  13. Social regulation of emotion: messy layers.

    PubMed

    Kappas, Arvid

    2013-01-01

    Emotions are evolved systems of intra- and interpersonal processes that are regulatory in nature, dealing mostly with issues of personal or social concern. They regulate social interaction and in extension, the social sphere. In turn, processes in the social sphere regulate emotions of individuals and groups. In other words, intrapersonal processes project in the interpersonal space, and inversely, interpersonal experiences deeply influence intrapersonal processes. Thus, I argue that the concepts of emotion generation and regulation should not be artificially separated. Similarly, interpersonal emotions should not be reduced to interacting systems of intraindividual processes. Instead, we can consider emotions at different social levels, ranging from dyads to large scale e-communities. The interaction between these levels is complex and does not only involve influences from one level to the next. In this sense the levels of emotion/regulation are messy and a challenge for empirical study. In this article, I discuss the concepts of emotions and regulation at different intra- and interpersonal levels. I extend the concept of auto-regulation of emotions (Kappas, 2008, 2011a,b) to social processes. Furthermore, I argue for the necessity of including mediated communication, particularly in cyberspace in contemporary models of emotion/regulation. Lastly, I suggest the use of concepts from systems dynamics and complex systems to tackle the challenge of the "messy layers." PMID:23424049

  14. Social regulation of emotion: messy layers

    PubMed Central

    Kappas, Arvid

    2013-01-01

    Emotions are evolved systems of intra- and interpersonal processes that are regulatory in nature, dealing mostly with issues of personal or social concern. They regulate social interaction and in extension, the social sphere. In turn, processes in the social sphere regulate emotions of individuals and groups. In other words, intrapersonal processes project in the interpersonal space, and inversely, interpersonal experiences deeply influence intrapersonal processes. Thus, I argue that the concepts of emotion generation and regulation should not be artificially separated. Similarly, interpersonal emotions should not be reduced to interacting systems of intraindividual processes. Instead, we can consider emotions at different social levels, ranging from dyads to large scale e-communities. The interaction between these levels is complex and does not only involve influences from one level to the next. In this sense the levels of emotion/regulation are messy and a challenge for empirical study. In this article, I discuss the concepts of emotions and regulation at different intra- and interpersonal levels. I extend the concept of auto-regulation of emotions (Kappas, 2008, 2011a,b) to social processes. Furthermore, I argue for the necessity of including mediated communication, particularly in cyberspace in contemporary models of emotion/regulation. Lastly, I suggest the use of concepts from systems dynamics and complex systems to tackle the challenge of the “messy layers.” PMID:23424049

  15. How social is the social psychology of emotion?

    PubMed

    Parkinson, Brian

    2011-09-01

    Two classic studies published 50 years ago showed how other people provide information that shapes the activation and interpretation of emotions. The present paper traces development of the social psychology of emotions from this starting point. Subsequent research into group-based and social appraisal has advanced understanding of the impact of social information on emotions and suggested new ways of investigating associated phenomena. Although potential integrations of interpersonal and group-oriented approaches offer promise for the future, the continuing focus on emotions as cognitively mediated effects of social factors should broaden to encompass dynamic relational processes.

  16. Scale of Academic Emotion in Science Education: Development and Validation

    NASA Astrophysics Data System (ADS)

    Chiang, Wen-Wei; Liu, Chia-Ju

    2014-04-01

    Contemporary research into science education has generally been conducted from the perspective of 'conceptual change' in learning. This study sought to extend previous work by recognizing that human rationality can be influenced by the emotions generated by the learning environment and specific actions related to learning. Methods used in educational psychology were adopted to investigate the emotional experience of science students as affected by gender, teaching methods, feedback, and learning tasks. A multidisciplinary research approach combining brain activation measurement with multivariate psychological data theory was employed in the development of a questionnaire intended to reveal the academic emotions of university students in three situations: attending science class, learning scientific subjects, and problem solving. The reliability and validity of the scale was evaluated using exploratory and confirmatory factor analyses. Results revealed differences between the genders in positive-activating and positive-deactivating academic emotions in all three situations; however, these differences manifested primarily during preparation for Science tests. In addition, the emotions experienced by male students were more intense than those of female students. Finally, the negative-deactivating emotions associated with participation in Science tests were more intense than those experienced by simply studying science. This study provides a valuable tool with which to evaluate the emotional response of students to a range of educational situations.

  17. Incremental validity of emotional intelligence ability in predicting academic achievement.

    PubMed

    Lanciano, Tiziana; Curci, Antonietta

    2014-01-01

    We tested the incremental validity of an ability measure of emotional intelligence (El) in predicting academic achievement in undergraduate students, controlling for cognitive abilities and personality traits. Academic achievement has been conceptualized in terms of the number of exams, grade point average, and study time taken to prepare for each exam. Additionally, gender differences were taken into account in these relationships. Participants filled in the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Raven's Advanced Progressive Matrices, the reduced version of the Eysenck Personality Questionnaire, and academic achievement measures. Results showed that El abilities were positively related to academic achievement indices, such as the number of exams and grade point average; total El ability and the Perceiving branch were negatively associated with the study time spent preparing for exams. Furthermore, El ability adds a percentage of incremental variance with respect to cognitive ability and personality variables in explaining scholastic success. The magnitude of the associations between El abilities and academic achievement measures was generally higher for men than for women. Jointly considered, the present findings support the incremental validity of the MSCEIT and provide positive indications of the importance of El in students' academic development. The helpfulness of El training in the context of academic institutions is discussed. PMID:25603581

  18. The Domain Specificity of Academic Emotional Experiences

    ERIC Educational Resources Information Center

    Goetz, Thomas; Frenzel, Anne C.; Pekrun, Reinhard; Hall, Nathan C.

    2006-01-01

    The authors analyzed the domain specificity of emotions and focused on experiences of enjoyment, anxiety, and boredom in the domains of mathematics, Latin, German, and English. On the basis of assumptions in R. Pekrun's (2000; in press) control-value theory and findings of pilot studies, the authors hypothesized the existence of a largely…

  19. Emotion Dysregulation and Academic Resilience in Maltreated Children

    ERIC Educational Resources Information Center

    Schelble, Jenni L.; Franks, Bridget A.; Miller, M. David

    2010-01-01

    Maltreated children frequently experience academic difficulties. In the past, this has been attributed to placement instability, length of involvement with the child welfare system, and numerous other factors that disproportionately affect maltreated children. Maltreated children are also prone to emotion regulation (ER) difficulties and patterns…

  20. Emotional Reactions toward School Situations: Relationships with Academic Outcomes

    ERIC Educational Resources Information Center

    Lipnevich, Anastasiya A.; MacCann, Carolyn; Bertling, Jonas P.; Naemi, Bobby; Roberts, Richard D.

    2012-01-01

    The current study investigated self-reported positive affect (PA) and negative affect (NA) in high school students (N = 451) within three academic contexts: homework, classwork/tests, and after-school activities. We examined whether context-specific emotions predicted grades, life satisfaction, and discipline records. Our findings revealed that…

  1. Emotional Intelligence, Creativity and Academic Achievement of Business Administration Students

    ERIC Educational Resources Information Center

    Olatoye, R. Ademola; Akintunde, S. O.; Yakasai, M. I.

    2010-01-01

    Introduction: This study investigated the extent to which the level of creativity and emotional intelligence influenced the level of academic achievement of Higher National Diploma HND business administration students of Polytechnics in the South Western States of Nigeria. Method: Three instruments; Student Cumulative Grade Point (CGPA)…

  2. Measuring Emotional Contagion in Social Media.

    PubMed

    Ferrara, Emilio; Yang, Zeyao

    2015-01-01

    Social media are used as main discussion channels by millions of individuals every day. The content individuals produce in daily social-media-based micro-communications, and the emotions therein expressed, may impact the emotional states of others. A recent experiment performed on Facebook hypothesized that emotions spread online, even in absence of non-verbal cues typical of in-person interactions, and that individuals are more likely to adopt positive or negative emotions if these are over-expressed in their social network. Experiments of this type, however, raise ethical concerns, as they require massive-scale content manipulation with unknown consequences for the individuals therein involved. Here, we study the dynamics of emotional contagion using a random sample of Twitter users, whose activity (and the stimuli they were exposed to) was observed during a week of September 2014. Rather than manipulating content, we devise a null model that discounts some confounding factors (including the effect of emotional contagion). We measure the emotional valence of content the users are exposed to before posting their own tweets. We determine that on average a negative post follows an over-exposure to 4.34% more negative content than baseline, while positive posts occur after an average over-exposure to 4.50% more positive contents. We highlight the presence of a linear relationship between the average emotional valence of the stimuli users are exposed to, and that of the responses they produce. We also identify two different classes of individuals: highly and scarcely susceptible to emotional contagion. Highly susceptible users are significantly less inclined to adopt negative emotions than the scarcely susceptible ones, but equally likely to adopt positive emotions. In general, the likelihood of adopting positive emotions is much greater than that of negative emotions. PMID:26544688

  3. Measuring Emotional Contagion in Social Media

    PubMed Central

    2015-01-01

    Social media are used as main discussion channels by millions of individuals every day. The content individuals produce in daily social-media-based micro-communications, and the emotions therein expressed, may impact the emotional states of others. A recent experiment performed on Facebook hypothesized that emotions spread online, even in absence of non-verbal cues typical of in-person interactions, and that individuals are more likely to adopt positive or negative emotions if these are over-expressed in their social network. Experiments of this type, however, raise ethical concerns, as they require massive-scale content manipulation with unknown consequences for the individuals therein involved. Here, we study the dynamics of emotional contagion using a random sample of Twitter users, whose activity (and the stimuli they were exposed to) was observed during a week of September 2014. Rather than manipulating content, we devise a null model that discounts some confounding factors (including the effect of emotional contagion). We measure the emotional valence of content the users are exposed to before posting their own tweets. We determine that on average a negative post follows an over-exposure to 4.34% more negative content than baseline, while positive posts occur after an average over-exposure to 4.50% more positive contents. We highlight the presence of a linear relationship between the average emotional valence of the stimuli users are exposed to, and that of the responses they produce. We also identify two different classes of individuals: highly and scarcely susceptible to emotional contagion. Highly susceptible users are significantly less inclined to adopt negative emotions than the scarcely susceptible ones, but equally likely to adopt positive emotions. In general, the likelihood of adopting positive emotions is much greater than that of negative emotions. PMID:26544688

  4. Changes in Emotional-Social Intelligence, Caring, Leadership and Moral Judgment during Health Science Education Programs

    ERIC Educational Resources Information Center

    Larin, Helene; Benson, Gerry; Wessel, Jean; Martin, Lynn; Ploeg, Jenny

    2014-01-01

    In addition to having academic knowledge and clinical skills, health professionals need to be caring, ethical practitioners able to understand the emotional concerns of their patients and to effect change. The purpose of this study was to determine whether emotional-social intelligence, caring, leadership and moral judgment of health science…

  5. Promoting Social and Emotional Learning in Preschool

    ERIC Educational Resources Information Center

    DeMeulenaere, Michelle

    2015-01-01

    In this article, Michelle DeMeulenaere discusses social/emotional learning (SEL), with a focus on helping preschool children gain knowledge about feelings and getting along with others. SEL is the process in which children are able to acknowledge and recognize the emotions of others, develop empathy, make good decisions, establish friendships, and…

  6. Saving Our Sons: The Impact of a Single Gender Public School on the Social, Emotional and Academic Progress of Young African American Males from Low Socioeconomic Urban Neighborhoods

    ERIC Educational Resources Information Center

    Murphy, Robert L.

    2013-01-01

    African American males consistently perform at significantly lower academic levels, than their peers, at every age level and on almost every national assessment (Lewis, Simon, Uzzell, Horwitz, & Casserly, 2010; Harvey, 2010; Tsoi-A-Fatt, 2010; Fergus & Noguera, 2010), and of all racial/ethnic and gender groups, African American males…

  7. The Direct and Moderating Role of School Interpersonal Climate on Children's Academic Outcomes in the Context of Whole-School, Social-Emotional Learning Programs

    ERIC Educational Resources Information Center

    Berg, Juliette K.; Aber, J. Lawrence

    2015-01-01

    A positive school climate is characterized by a supportive, orderly, and fair interpersonal climate. Children's perceptions of interpersonal climate and school safety are associated with several academic and behavioral adjustment outcomes. The current study has two goals: (1) to better understand the contribution of school interpersonal climate to…

  8. Parental Socialization of Emotion: How Mothers Respond to Their Children's Emotions in Turkey

    ERIC Educational Resources Information Center

    Ersay, Ebru

    2014-01-01

    Several research studies suggest a link between parents' emotion socialization and children's social competence and behavior problems. Parents contribute to their children's emotion socialization, more directly, through responses to their children's emotions. Early emotion socialization experiences with parents establish patterns of emotion…

  9. Emotional variables, dropout and academic performance in Spanish nursing students.

    PubMed

    Roso-Bas, Fátima; Pades Jiménez, Antonia; García-Buades, Esther

    2016-02-01

    The dropout of university studies is a main concern in many countries, also for Health Sciences degrees. The reviews on dropout in all university degrees as well as nursing generally show multidimensional causes with factors related both to institutional and students' characteristics. Regarding the personal variables of students, researchers have focused on financial, family and personality features. Far less attention has been devoted to emotional variables. This study aims to explore whether individual variables of the emotional domain such as perceived emotional intelligence, dispositional optimism/pessimism and depressive rumination are related and/or can predict students' intention to dropout and academic performance. Using a cross-correlational approach, data were obtained from a sample of 144 nursing students. Students with a pessimistic disposition revealed a greater tendency to drop out. The remaining variables correlated significantly with pessimism but had no predictive value on dropout. Our results suggest that students with low levels of emotional clarity and repair and high depressive rumination have pessimistic expectations, so they are more likely to leave studies. No significant results were found in relation to academic performance. We conclude with an identification of strategies to increase retention and academic success.

  10. Associations between Emotional Intelligence, Socio-Emotional Adjustment, and Academic Achievement in Childhood: The Influence of Age

    ERIC Educational Resources Information Center

    Brouzos, Andreas; Misailidi, Plousia; Hadjimattheou, Anastasia

    2014-01-01

    This study examined the relationship between trait emotional intelligence (EI) with children's socio-emotional adjustment at school and academic achievement. Children aged 8 to 10 (n = 106) and 11 to 13 years (n = 99) completed the youth version of the Emotional Quotient Inventory (EQ-i: YV). Their socio-emotional adjustment was measured with…

  11. It Feels Good to Learn Where I Belong: School Belonging, Academic Emotions, and Academic Achievement in Adolescents

    ERIC Educational Resources Information Center

    Lam, Un Fong; Chen, Wei-Wen; Zhang, Jingqi; Liang, Ting

    2015-01-01

    This study examined the relationships between school belonging, academic emotions, and academic achievement in Macau adolescents. A survey of 406 junior high school students in Macau was used to collect information on the extent to which these students felt accepted and respected in their schools (school belonging), the emotions they experienced…

  12. The Development of Social-Emotional Competence in Preschool-Aged Children: An Introduction to the Fun FRIENDS Program

    ERIC Educational Resources Information Center

    Pahl, Kristine M.; Barrett, Paula M.

    2007-01-01

    The development of social-emotional competence is of key importance during early childhood, particularly during the preschool years. We too often believe that early childhood education should focus on the promotion of academic skills to increase intelligence and, therefore, neglect the importance of social and emotional learning. Children who are…

  13. A Longitudinal Study of the Social and Academic Competence of Economically Disadvantaged Bilingual Preschool Children

    ERIC Educational Resources Information Center

    Oades-Sese, Geraldine V.; Esquivel, Giselle B.; Kaliski, Pamela K.; Maniatis, Lisette

    2011-01-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered…

  14. Attachment's Links With Adolescents' Social Emotions: The Roles of Negative Emotionality and Emotion Regulation.

    PubMed

    Murphy, Tia Panfile; Laible, Deborah J; Augustine, Mairin; Robeson, Lindsay

    2015-01-01

    Recent research has attempted to explain the mechanisms through which parental attachment affects social and emotional outcomes (e.g., Burnette, Taylor, Worthington, & Forsyth, 2007 ; Panfile & Laible, 2012 ). The authors' goal was to examine negative emotionality and emotion regulation as mediators of the associations that attachment has with empathy, forgiveness, guilt, and jealousy. One hundred forty-eight adolescents reported their parental attachment security, general levels of negative emotionality and abilities to regulate emotional responses, and tendencies to feel empathy, forgiveness, guilt, and jealousy. Results revealed that attachment security was associated with higher levels of empathy, forgiveness, and guilt, but lower levels of jealousy. In addition, emotion regulation mediated the links attachment shared with both empathy and guilt, such that higher levels of attachment security were linked with greater levels of emotion regulation, which led to greater levels of empathy and guilt. Alternatively, negative emotionality mediated the links attachment shared with both forgiveness and jealousy, such that higher levels of attachment security were associated with lower levels of negative emotionality, which in turn was linked to lower levels of forgiveness and higher levels of jealousy. This study provides a general picture of how attachment security may play a role in shaping an individual's levels of social emotions. PMID:26244914

  15. Attachment's Links With Adolescents' Social Emotions: The Roles of Negative Emotionality and Emotion Regulation.

    PubMed

    Murphy, Tia Panfile; Laible, Deborah J; Augustine, Mairin; Robeson, Lindsay

    2015-01-01

    Recent research has attempted to explain the mechanisms through which parental attachment affects social and emotional outcomes (e.g., Burnette, Taylor, Worthington, & Forsyth, 2007 ; Panfile & Laible, 2012 ). The authors' goal was to examine negative emotionality and emotion regulation as mediators of the associations that attachment has with empathy, forgiveness, guilt, and jealousy. One hundred forty-eight adolescents reported their parental attachment security, general levels of negative emotionality and abilities to regulate emotional responses, and tendencies to feel empathy, forgiveness, guilt, and jealousy. Results revealed that attachment security was associated with higher levels of empathy, forgiveness, and guilt, but lower levels of jealousy. In addition, emotion regulation mediated the links attachment shared with both empathy and guilt, such that higher levels of attachment security were linked with greater levels of emotion regulation, which led to greater levels of empathy and guilt. Alternatively, negative emotionality mediated the links attachment shared with both forgiveness and jealousy, such that higher levels of attachment security were associated with lower levels of negative emotionality, which in turn was linked to lower levels of forgiveness and higher levels of jealousy. This study provides a general picture of how attachment security may play a role in shaping an individual's levels of social emotions.

  16. Experiences of Social Work Educators Working with Students with Psychiatric Disabilities or Emotional Problems

    ERIC Educational Resources Information Center

    Mazza, Elena

    2015-01-01

    Social work educators have an ethical responsibility to graduate students who are academically, behaviorally, and professionally prepared to enter the social work profession. Although a student's suitability to the profession is not necessarily hindered because of the effects of a psychiatric disability or an emotional problem, sometimes it is.…

  17. Academic Youth and Social Revolution.

    ERIC Educational Resources Information Center

    de Jouvenel, Bertrand

    A general wave of student eruptions is taking place in many countries not only because of dissatisfaction with specific institutional practices, but because of a profound and deepening estrangement between academic youth and modern society. Among elements contributing to the growth of a new political movement are much larger student bodies and…

  18. Emotional Intelligence: Impact on Post-Secondary Academic Achievement

    ERIC Educational Resources Information Center

    Garg, Rashmi; Levin, Elizabeth; Tremblay, Line

    2016-01-01

    This research examined the simultaneous influences of emotional intelligence, adjustment to university, authoritative versus other parenting style, and high school average on first year university students' grade point average (GPA) via structural equation modeling. The participants were 299 first year students from the social science faculty at…

  19. Effects of an Emotion Control Treatment on Academic Emotions, Motivation and Achievement in an Online Mathematics Course

    ERIC Educational Resources Information Center

    Kim, ChanMin; Hodges, Charles B.

    2012-01-01

    We designed and developed an emotion control treatment and investigated its effects on college students' academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of…

  20. Social Cognition, Emotions, and the Psychology of Writing.

    ERIC Educational Resources Information Center

    Brand, Alice G.

    Interest in social construction has coincided with a widespread movement to situate the composing process in a social-cognitive paradigm. Because social and emotional themes overlap, writing specialists assume that the emotional components of writing have been taken care of. However, by being absorbed into social themes, the emotional experience…

  1. Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

    PubMed Central

    Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

    2016-01-01

    In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

  2. Impact of a Social-Emotional and Character Development Program on School-Level Indicators of Academic Achievement, Absenteeism, and Disciplinary Outcomes: A Matched-Pair, Cluster-Randomized, Controlled Trial

    ERIC Educational Resources Information Center

    Snyder, Frank; Flay, Brian; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac; Beets, Michael; Li, Kin-Kit

    2010-01-01

    This article reports the effects of a comprehensive elementary school-based social-emotional and character education program on school-level achievement, absenteeism, and disciplinary outcomes utilizing a matched-pair, cluster-randomized, controlled design. The "Positive Action" Hawai'i trial included 20 racially/ethnically diverse schools (M…

  3. Does a Preschool Social and Emotional Learning Intervention Pay Off for Classroom Instruction and Children's Behavior and Academic Skills? Evidence from the Foundations of Learning Project

    ERIC Educational Resources Information Center

    Morris, Pamela; Millenky, Megan; Raver, C. Cybele; Jones, Stephanie M.

    2013-01-01

    This article tests the hypothesis that children's learning environment will improve through a social and emotional learning (SEL) intervention that provides preschool teachers with new skills to manage children's disruptive behavior by reporting results from the Foundations of Learning (FOL) Demonstration, a place-randomized,…

  4. Relations among Teachers' Emotion Socialization Beliefs and Practices and Preschoolers' Emotional Competence

    ERIC Educational Resources Information Center

    Morris, Carol A. S.; Denham, Susanne A.; Bassett, Hideko H.; Curby, Timothy W.

    2013-01-01

    Research Findings: Utilizing a 3-part model of emotion socialization that included modeling, contingent responding, and teaching, this study examined the associations between 44 teachers' self-reported and observed emotion socialization practices and 326 preschoolers' emotion knowledge and observed emotional behavior. Multilevel analyses…

  5. Gender Differences in the Socialization of Preschoolers' Emotional Competence

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Bassett, Hideko Hamada; Wyatt, Todd M.

    2010-01-01

    Preschoolers' socialization of emotion and its contribution to emotional competence is likely to be highly gendered. In their work, the authors have found that mothers often take on the role of emotional gatekeeper in the family, and fathers act as loving playmates, but that parents' styles of socialization of emotion do not usually differ for…

  6. Social approach and emotion recognition in fragile X syndrome.

    PubMed

    Williams, Tracey A; Porter, Melanie A; Langdon, Robyn

    2014-03-01

    Evidence is emerging that individuals with Fragile X syndrome (FXS) display emotion recognition deficits, which may contribute to their significant social difficulties. The current study investigated the emotion recognition abilities, and social approachability judgments, of FXS individuals when processing emotional stimuli. Relative to chronological age- (CA-) and mental age- (MA-) matched controls, the FXS group performed significantly more poorly on the emotion recognition tasks, and displayed a bias towards detecting negative emotions. Moreover, after controlling for emotion recognition deficits, the FXS group displayed significantly reduced ratings of social approachability. These findings suggest that a social anxiety pattern, rather than poor socioemotional processing, may best explain the social avoidance observed in FXS. PMID:24679350

  7. Measuring Emotional Intelligence in Early Adolescence with the MSCEIT-YV: Psychometric Properties and Relationship with Academic Performance and Psychosocial Functioning

    ERIC Educational Resources Information Center

    Rivers, Susan E.; Brackett, Marc A.; Reyes, Maria R.; Mayer, John D.; Caruso, David R.; Salovey, Peter

    2012-01-01

    Emotional intelligence (EI) theory provides a framework to study the role of emotion skills in social, personal, and academic functioning. Reporting data validating the importance of EI among youth have been limited due to a dearth of measurement instruments. In two studies, the authors examined the reliability and validity of the…

  8. Social and Emotional Pedagogy: Rhythm and Junctures

    ERIC Educational Resources Information Center

    Ferry, Matthew; Pamela Hodges

    2011-01-01

    The purpose of this study was to examine teachers' social and emotional knowledge of students and how it functioned within the wider context of their daily work lives. Five elementary school physical education teachers participated in six rounds of observations with formal and informal interviews over one school year. Data were analyzed through…

  9. Academic and social motives and drinking behavior.

    PubMed

    Vaughan, Ellen L; Corbin, William R; Fromme, Kim

    2009-12-01

    This longitudinal study of 1,447 first-time college students tested separate time-varying covariate models of the relations between academic and social motives/behaviors and alcohol use and related problems from senior year of high school through the end of the second year in college. Structural equation models identified small but significant inverse relations between academic motives/behaviors and alcohol use across all time points, with relations of somewhat larger magnitude between academic motives/behaviors and alcohol-related problems across all semesters other than senior year in high school. At all time points, there were much larger positive relations between social motives/behaviors and alcohol use across all semesters, with smaller but significant relations between social motives/behaviors and alcohol-related problems. Multi-group models found considerable consistency in the relations between motives/behaviors and alcohol-related outcomes across gender, race/ethnicity, and family history of alcohol problems, although academic motives/behaviors played a stronger protective role for women, and social motives were a more robust risk factor for Caucasian and Latino students and individuals with a positive family history of alcohol problems. Implications for alcohol prevention efforts among college students are discussed.

  10. Indiana Academic Standards for Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This publication presents Indiana's Academic Standards for K-8 social studies grade-by-grade and organized into five content areas: (1) history; (2) civics and government; (3) geography; (4) economics; and (5) individuals, society, and culture (psychology, sociology, and anthropology). For instructional purposes, the content knowledge should be…

  11. Social Networking Tools for Academic Libraries

    ERIC Educational Resources Information Center

    Chu, Samuel Kai-Wah; Du, Helen S.

    2013-01-01

    This is an exploratory study investigating the use of social networking tools in academic libraries, examining the extent of their use, library staff's perceptions of their usefulness and challenges, and factors influencing decisions to use or not to use such tools. Invitations to participate in a web-based survey were sent to 140 university…

  12. Binding Action and Emotion in Social Understanding

    PubMed Central

    Ferri, Francesca; Ebisch, Sjoerd J. H.; Costantini, Marcello; Salone, Anatolia; Arciero, Giampiero; Mazzola, Viridiana; Ferro, Filippo Maria; Romani, Gian Luca; Gallese, Vittorio

    2013-01-01

    In social life actions are tightly linked with emotions. The integration of affective- and action-related information has to be considered as a fundamental component of appropriate social understanding. The present functional magnetic resonance imaging study aimed at investigating whether an emotion (Happiness, Anger or Neutral) dynamically expressed by an observed agent modulates brain activity underlying the perception of his grasping action. As control stimuli, participants observed the same agent either only expressing an emotion or only performing a grasping action. Our results showed that the observation of an action embedded in an emotional context (agent’s facial expression), compared with the observation of the same action embedded in a neutral context, elicits higher neural response at the level of motor frontal cortices, temporal and occipital cortices, bilaterally. Particularly, the dynamic facial expression of anger modulates the re-enactment of a motor representation of the observed action. This is supported by the evidence that observing actions embedded in the context of anger, but not happiness, compared with a neutral context, elicits stronger activity in the bilateral pre-central gyrus and inferior frontal gyrus, besides the pre-supplementary motor area, a region playing a central role in motor control. Angry faces not only seem to modulate the simulation of actions, but may also trigger motor reaction. These findings suggest that emotions exert a modulatory role on action observation in different cortical areas involved in action processing. PMID:23349792

  13. Gender differences in the socialization of preschoolers' emotional competence.

    PubMed

    Denham, Susanne A; Bassett, Hideko Hamada; Wyatt, Todd M

    2010-01-01

    Preschoolers' socialization of emotion and its contribution to emotional competence is likely to be highly gendered. In their work, the authors have found that mothers often take on the role of emotional gatekeeper in the family, and fathers act as loving playmates, but that parents' styles of socialization of emotion do not usually differ for sons and daughters. They also found several themes in the prediction of preschoolers' emotion knowledge and regulation. For example, sometimes mother-father differences in emotional style actually seem to promote such competence, and girls seem particularly susceptible to parental socialization of emotion.

  14. Social Emotional Learning and Educational Stress: A Predictive Model

    ERIC Educational Resources Information Center

    Arslan, Serhat

    2015-01-01

    The purpose of this study is to examine the relationship between social emotional learning and educational stress. Participants were 321 elementary students. Social emotional learning and educational stress scale were used as measures. The relationships between social emotional learning and educational stress were examined using correlation…

  15. Educators' Social and Emotional Skills Vital to Learning

    ERIC Educational Resources Information Center

    Jones, Stephanie M.; Bouffard, Suzanne M.; Weissbourd, Richard

    2013-01-01

    Teachers' social and emotional competencies are very important to their overall effectiveness, but such skills are frequently overlooked. Social and emotional competencies like managing emotions and stress are needed more today than ever before. More practices and policies to support and foster educators' social and emotional…

  16. Infusing Social Emotional Learning into the Teacher Education Curriculum

    ERIC Educational Resources Information Center

    Waajid, Badiyyah; Garner, Pamela W.; Owen, Julie E.

    2013-01-01

    Research supports the importance of policies and interventions to infuse social emotional curricula in schools. The role of teachers in supporting young children's social and emotional readiness for classroom learning has been recognized, but instruction in children's well-being and social emotional competence is a low priority in teacher…

  17. Gender Differences in Positive Social-Emotional Functioning

    ERIC Educational Resources Information Center

    Romer, Natalie; Ravitch, N. Kathryn; Tom, Karalyn; Merrell, Kenneth W.; Wesley, Katherine L.

    2011-01-01

    We investigated gender differences of children and adolescents on positive social and emotional competencies using a new strength-based measure of positive social-emotional attributes and resilience--the Social-Emotional Assets and Resilience Scales (SEARS) cross-informant system. Caregivers, teachers, and students in grades kindergarten through…

  18. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

    PubMed

    Hen, Meirav; Goroshit, Marina

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA. PMID:22442254

  19. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

    PubMed

    Hen, Meirav; Goroshit, Marina

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

  20. Spread of academic success in a high school social network.

    PubMed

    Blansky, Deanna; Kavanaugh, Christina; Boothroyd, Cara; Benson, Brianna; Gallagher, Julie; Endress, John; Sayama, Hiroki

    2013-01-01

    Application of social network analysis to education has revealed how social network positions of K-12 students correlate with their behavior and academic achievements. However, no study has been conducted on how their social network influences their academic progress over time. Here we investigated correlations between high school students' academic progress over one year and the social environment that surrounds them in their friendship network. We found that students whose friends' average GPA (Grade Point Average) was greater (or less) than their own had a higher tendency toward increasing (or decreasing) their academic ranking over time, indicating social contagion of academic success taking place in their social network.

  1. EFL Writers' Social Networks: Impact on Advanced Academic Literacy Development

    ERIC Educational Resources Information Center

    Ferenz, Orna

    2005-01-01

    For non-native English writers, second language (L2) advanced academic literacy encompasses knowledge of the rhetorical, linguistic, social and cultural features of academic discourse as well as knowledge of English as used by their academic disciplines. Literacy is acquired through a socialization process embedded in social practice, patterned by…

  2. Between-Domain Relations of Academic Emotions: Does Having the Same Instructor Make a Difference?

    ERIC Educational Resources Information Center

    Goetz, Thomas; Frenzel, Anne C.; Ludtke, Oliver; Hall, Nathan C.

    2011-01-01

    Previous research indicates that academic emotions are largely organized along domain-specific lines. In the present study (N = 1,687; Grades 8/11), the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains. The authors evaluated…

  3. Impact of Socio-Emotional Adjustment on Academic Achievement of Adolescent Girls in Jammu and Kashmir

    ERIC Educational Resources Information Center

    Gul, Showkeen Bilal Ahmad

    2015-01-01

    The study examined the impact of socio-emotional adjustment on academic achievement of adolescent girls of Jammu and Kashmir. The purpose of the investigation was to study the relationship and effect of socio-emotional adjustment on academic achievement among adolescent girls. The descriptive survey research method was used for the study and the…

  4. Intragroup Emotions: Physiological Linkage and Social Presence.

    PubMed

    Järvelä, Simo; Kätsyri, Jari; Ravaja, Niklas; Chanel, Guillaume; Henttonen, Pentti

    2016-01-01

    We investigated how technologically mediating two different components of emotion-communicative expression and physiological state-to group members affects physiological linkage and self-reported feelings in a small group during video viewing. In different conditions the availability of second screen text chat (communicative expression) and visualization of group level physiological heart rates and their dyadic linkage (physiology) was varied. Within this four person group two participants formed a physically co-located dyad and the other two were individually situated in two separate rooms. We found that text chat always increased heart rate synchrony but HR visualization only with non-co-located dyads. We also found that physiological linkage was strongly connected to self-reported social presence. The results encourage further exploration of the possibilities of sharing group member's physiological components of emotion by technological means to enhance mediated communication and strengthen social presence. PMID:26903913

  5. Which Social Emotional Competencies Are Enhanced at a Social Emotional Learning Camp?

    ERIC Educational Resources Information Center

    Ee, Jessie; Ong, Chew Wei

    2014-01-01

    Research studies have shown that educational programmes such as camps and field trips can develop affective and social relationships through personal exposure to outdoor experiences among students. This study will illustrate the outcome of a social emotional learning camp organized for 93 Secondary Two students (mean age 14.1) in Singapore. Both…

  6. Young, Gifted, and Female: A Look at Academic and Social Needs

    ERIC Educational Resources Information Center

    Meredith, Corine Cadle

    2009-01-01

    This article illuminates the current status of our understanding regarding the academic and social-emotional needs of gifted, early adolescent females in the United States. A synthesis of both theoretical and empirical studies addresses two foundational questions. First, how do we describe the unique population of gifted, female, adolescent…

  7. Patterns of Early Reading and Social Skills Associated with Academic Success in Elementary School

    ERIC Educational Resources Information Center

    Cooper, Brittany Rhoades; Moore, Julia E.; Powers, C. J.; Cleveland, Michael; Greenberg, Mark T.

    2014-01-01

    Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti & J. J. Heckman, 2012; J. J. Heckman, 2012; R. Murnane, I. Sawhill, & C. Snow, 2012). Although there is substantial evidence that children's…

  8. The interaction of social and emotional processes in the brain.

    PubMed

    Norris, Catherine J; Chen, E Elinor; Zhu, David C; Small, Steven L; Cacioppo, John T

    2004-12-01

    Social stimuli function as emotional barometers for the immediate environment are the catalysts for many emotional reactions, and have inherent value for relationships and survival independent of their current emotional content. We, therefore, propose that the neural mechanisms underlying social and emotional information processing may be interconnected. In the current study, we examined the independent and interactive effects of social and emotional processes on brain activation. Whole-brain images were acquired while participants viewed and categorized affective pictures that varied on two dimensions: emotional content (i. e., neutral, emotional) and social content (i. e., faces/people, objects/scenes). Patterns of activation were consistent with past findings demonstrating that the amygdala and part of the visual cortex were more active to emotionally evocative pictures than to neutral pictures and that the superior temporal sulcus was more active to social than to nonsocial pictures. Furthermore, activation of the superior temporal sulcus and middle occipito-temporal cortex showed evidence of the interactive processing of emotional and social information, whereas activation of the amygdala showed evidence of additive effects. These results indicate that interactive effects occur early in the stream of processing, suggesting that social and emotional information garner greater attentional resources and that the conjunction of social and emotional cues results in synergistic early processing, whereas the amygdala appears to be primarily implicated in processing biologically or personally relevant stimuli, regardless of the nature of the relevance (i. e., social, emotional, or both).

  9. The interaction of social and emotional processes in the brain.

    PubMed

    Norris, Catherine J; Chen, E Elinor; Zhu, David C; Small, Steven L; Cacioppo, John T

    2004-12-01

    Social stimuli function as emotional barometers for the immediate environment are the catalysts for many emotional reactions, and have inherent value for relationships and survival independent of their current emotional content. We, therefore, propose that the neural mechanisms underlying social and emotional information processing may be interconnected. In the current study, we examined the independent and interactive effects of social and emotional processes on brain activation. Whole-brain images were acquired while participants viewed and categorized affective pictures that varied on two dimensions: emotional content (i. e., neutral, emotional) and social content (i. e., faces/people, objects/scenes). Patterns of activation were consistent with past findings demonstrating that the amygdala and part of the visual cortex were more active to emotionally evocative pictures than to neutral pictures and that the superior temporal sulcus was more active to social than to nonsocial pictures. Furthermore, activation of the superior temporal sulcus and middle occipito-temporal cortex showed evidence of the interactive processing of emotional and social information, whereas activation of the amygdala showed evidence of additive effects. These results indicate that interactive effects occur early in the stream of processing, suggesting that social and emotional information garner greater attentional resources and that the conjunction of social and emotional cues results in synergistic early processing, whereas the amygdala appears to be primarily implicated in processing biologically or personally relevant stimuli, regardless of the nature of the relevance (i. e., social, emotional, or both). PMID:15701231

  10. Mothers' Socialization of Emotion Regulation: The Moderating Role of Children's Negative Emotional Reactivity

    ERIC Educational Resources Information Center

    Mirabile, Scott P.; Scaramella, Laura V.; Sohr-Preston, Sara L.; Robison, Sarah D.

    2009-01-01

    During the toddler period, children begin to shift from being primarily dependent on parents to regulate their emotions to managing their emotions independently. The present study considers how children's propensity towards negative emotional arousal interacts with mothers' efforts to socialize emotion regulation. Fifty-five low income mothers and…

  11. Understanding How Social and Emotional Skill Deficits Contribute to School Failure

    ERIC Educational Resources Information Center

    Whitted, Kathryn S.

    2011-01-01

    A growing number of children are entering kindergarten without the skills that enable them to be successful in an academic setting. However, it is not children's cognitive skills that concern educators; it is their social and emotional skill deficits that are most troublesome. This article discusses how family and community risk factors can…

  12. Collaboration, Pedagogy, and Media: Short-Term Summer Programs Emphasize Project Based and Social Emotional Learning

    ERIC Educational Resources Information Center

    Bowden, William R.

    2015-01-01

    Summer programs that experiment with combining media literacy and social-emotional learning can potentially affect students' academic performance. Based on a six-week program, working with rising eighth grade students in a low-income school district, this program allowed students to work on media projects while trying to develop stronger…

  13. A Critical Approach to Social Emotional Learning Instruction through Community-Based Service Learning

    ERIC Educational Resources Information Center

    McKay-Jackson, Cassandra

    2014-01-01

    The traditional teaching of reading, writing, and arithmetic alone will not fully prepare students to lead with integrity, govern fairly, analyze problems, and work collectively with people different from themselves. Social emotional learning (SEL) has been described as one of the missing links in academic education, but a restrictive approach to…

  14. Perceived Social Support and Early Adolescents' Achievement: The Mediational Roles of Motivational Beliefs and Emotions

    ERIC Educational Resources Information Center

    Ahmed, Wondimu; Minnaert, Alexander; van der Werf, Greetje; Kuyper, Hans

    2010-01-01

    Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through which this effect operates received little empirical attention. The present study examined the multiple mediational effects of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and…

  15. Emotional Intelligence and Social Responsibility of Boy Students in Middle School

    ERIC Educational Resources Information Center

    Moradi Sheykhjan, Tohid; Jabari, Kamran; K, Rajeswari

    2014-01-01

    The present study has been undertaken to know the relationship between emotional intelligence and social responsibility of boy students in middle school using correlation. Survey method was adopted for the study. Data were collected from 100 boy students studying in Miandoab City of Iran during the academic year, 2012-13 who were selected…

  16. Grade Retention: Decision-Making and Effects on Learning as Well as Social and Emotional Development

    ERIC Educational Resources Information Center

    Bonvin, P.; Bless, G.; Schuepbach, M.

    2008-01-01

    This article presents a summary of results from a Swiss nationwide empirical study of the determinants of grade retention, its effects on learning, and its social and emotional consequences. Results show that the decision for grade retention does not rest only on the pupil's actual academic performance but also on the teacher's attitudes and…

  17. Social and Emotional Learning Strategies to Support Students in Challenging Schools

    ERIC Educational Resources Information Center

    Marulanda, Zandra K.

    2010-01-01

    New and veteran educators often face particular challenges in the classroom. Problems include classroom management, student academic achievement, and job satisfaction. This research examines the effects of implementing a Social and Emotional Learning (SEL) approach for students as part of the regular education for elementary public schools. SEL is…

  18. Living Emotions, Avoiding Emotions: Behavioral Investigation of the Regulation of Socially Driven Emotions

    PubMed Central

    Grecucci, Alessandro; Giorgetta, Cinzia; Bonini, Nicolao; Sanfey, Alan G.

    2013-01-01

    Emotion regulation is important for psychological well-being. Although it is known that alternative regulation strategies may have different emotional consequences, the effectiveness of such strategies for socially driven emotions remains unclear. In this study we investigated the efficacy of different forms of reappraisal on responses to the selfish and altruistic behavior of others in the Dictator Game. In Experiment 1, subjects mentalized the intentions of the other player in one condition, and took distance from the situation in the other. Emotion ratings were recorded after each offer. Compared with a baseline condition, mentalizing led subjects to experience their emotions more positively when receiving both selfish and altruistic proposals, whereas distancing decreased the valence when receiving altruistic offers, but did not affect the perception of selfish behavior. In Experiment 2, subjects played with both computer and human partners while reappraising the meaning of the player’s intentions (with a human partner) or the meaning of the situation (with a computer partner). Results showed that both contexts were effectively modulated by reappraisal, however a stronger effect was observed when the donor was a human partner, as compared to a computer partner. Taken together, these results demonstrate that socially driven emotions can be successfully modulated by reappraisal strategies that focus on the reinterpretation of others’ intentions. PMID:23349645

  19. Physiology and Functioning: Parents' Vagal Tone, Emotion Socialization, and Children's Emotion Knowledge

    ERIC Educational Resources Information Center

    Perlman, Susan B.; Camras, Linda A.; Pelphrey, Kevin A.

    2008-01-01

    This study examined relationships among parents' physiological regulation, their emotion socialization behaviors, and their children's emotion knowledge. Parents' resting cardiac vagal tone was measured, and parents provided information regarding their socialization behaviors and family emotional expressiveness. Their 4- or 5-year-old children (N…

  20. The Use of Emotions in Social Work Education

    ERIC Educational Resources Information Center

    Ikebuchi, Johnathan; Rasmussen, Brian Michael

    2014-01-01

    The role of emotions, although central to social work practice, has been relatively neglected in the process of teaching and learning social work. This article explores how social work educators can incorporate an understanding of the role of emotions in both the teaching and practice of social work. Attention is drawn toward evolutionary and…

  1. Early Childhood Directors as Socializers of Emotional Climate

    ERIC Educational Resources Information Center

    Zinsser, Katherine M.; Denham, Susanne A.; Curby, Timothy W.; Chazan-Cohen, Rachel

    2016-01-01

    Early childhood centres are vibrant social communities where child and adult emotions are integral to learning. Previous research has focused on teaching practices that support children's social-emotional learning; fewer studies have attended to relevant centre-level factors, such as the emotional leadership practices of the centre director. The…

  2. Social and Emotional Learning Hikes Interest and Resiliency

    ERIC Educational Resources Information Center

    Beland, Kathy

    2007-01-01

    Social Emotional Learning (SEL) is the process by which people develop the skills to recognize and manage emotions, form positive relationships, solve problems that arise, motivate themselves to accomplish a goal, make responsible decisions, and avoid risky behavior. The Collaborative for Social and Emotional Learning (CASEL), at the University of…

  3. Social Approach and Emotion Recognition in Fragile X Syndrome

    ERIC Educational Resources Information Center

    Williams, Tracey A.; Porter, Melanie A.; Langdon, Robyn

    2014-01-01

    Evidence is emerging that individuals with Fragile X syndrome (FXS) display emotion recognition deficits, which may contribute to their significant social difficulties. The current study investigated the emotion recognition abilities, and social approachability judgments, of FXS individuals when processing emotional stimuli. Relative to…

  4. Emotional Intelligence and Social-Emotional Learning: An Overview

    ERIC Educational Resources Information Center

    Basu, Anamitra; Mermillod, Martial

    2011-01-01

    The term "EI (emotional intelligence)" was first used in 1990 by Salovey and Mayer. EI involves: (1) the ability to perceive accurately, appraise and express emotion; (2) the ability to access and/or generate feelings when they facilitate thought; (3) the ability to understand emotion and emotional knowledge; and (4) the ability to regulate…

  5. Coping with negative emotions: connections with adolescents' academic performance and stress.

    PubMed

    Arsenio, William F; Loria, Samantha

    2014-01-01

    The authors assessed connections among adolescents' emotional dispositions, negative academic affect, coping strategies, academic stress, and overall grade point average (GPA). A total of 119 ninth through 12th-grade students completed assessments for (a) overall positive and negative moods, (b) GPA, and (c) academically related variables involving stress, negative emotions, and engaged and disengaged coping strategies. Greater negative academic affect and disengaged coping were related to lower GPAs, and disengaged coping mediated the connection between negative academic affect and GPA. By contrast, higher academic stress was related to students' overall moods, negative academic affect, and disengaged coping; disengaged coping mediated the connection between academic stress and negative overall moods. Discussion focused on the especially problematic nature of disengaged academic coping.

  6. An Increase in Emotional Support, a Reduction in Negative Social Emotional Skills, or Both?: Examining How Universal Social Emotional Programs Achieve Reductions in Aggression

    ERIC Educational Resources Information Center

    Portnow, Sam; Downer, Jason; Brown, Josh

    2015-01-01

    Participation in Social Emotional Learning (SEL) programs reduces aggressive and antisocial behavior (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Theoretically, SEL programs foster social and emotionally intelligent youth through improving children's social and emotional skills, defined in the present study as the ability to…

  7. Students with Emotional and Behavioral Disorders in Different Learning Environments: Academic and Self-Concept Differences

    ERIC Educational Resources Information Center

    Chisolm, Terrence Ranier

    2013-01-01

    Students with emotional and behavioral disorders (EBD) perform poorly both academically and behaviorally, and this performance tends not to improve over time. There is a need to understand the effect of learning environments on the academic achievement and self-concept of this population. In this quantitative, archival study, academic achievement…

  8. Cultural Differences And Similarities In Seeking Social Support As A Response To Academic Failure: A Comparison Of American And Chinese College Students

    ERIC Educational Resources Information Center

    Mortenson, Steven

    2006-01-01

    Researchers suggest that psycho-social mentoring may represent a way for instructors to provide emotional support and personal insight to students. Given the nationwide rise in academic stress among university students, the present study examines the kinds of negative emotions associated with failing an exam and how such emotions are linked to…

  9. Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences

    PubMed Central

    GHARETEPEH, AMENEH; SAFARI, YAHYA; PASHAEI, TAHEREH; RAZAEI, MANSOUR; BAGHER KAJBAF, MOHAMMAD

    2015-01-01

    Introduction studies have indicated that emotional intelligence is positively related to self-efficacy and can predict the academic achievement. The present study aimed to investigate the role of emotional intelligence in identifying self-efficacy among the students of Public Health School with different levels of academic achievement. Methods This correlational study was conducted on all the students of Public Health School. 129 students were included in the study through census method. Data were collected using Emotional Intelligence and self-efficacy questionnaires and analyzed using descriptive statistics and regression analysis by SPSS 14. Results The average score of students with high academic achievement was higher in self-efficacy (39.78±5.82) and emotional intelligence (117.07±10.33) variables and their components than that of students with low academic achievement (39.17±5.91, 112.07±13.23). The overall emotional intelligence score to predict self-efficacy explanation was different among students with different levels of academic achievement (p<0.001). Self-efficacy structure was explained through self-awareness and self-motivation components in students with low academic achievement (r=0.571). In students with high academic achievement, self-awareness, self-motivation and social consciousness played an effective role in explaining self-efficacy (r=0.677, p<0.001). Conclusion Emotional intelligence and self-efficacy play an important role in achieving academic success and emotional intelligence can explain self-efficacy. Therefore, it is recommended to teach emotional intelligence skills to students with low academic achievement through training workshops. PMID:25927067

  10. The Role of Trait Emotional Intelligence in Academic Performance: Theoretical Overview and Empirical Update.

    PubMed

    Perera, Harsha N

    2016-01-01

    Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current article is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship. To elucidate these theoretical mechanisms, the overview draws on multiple theories of emotion and regulation, including TEI theory, social-functional accounts of emotion, and expectancy-value and psychobiological model of emotion and regulation. Although these theoretical accounts variously emphasize different variables as focal constructs, when taken together, they provide a comprehensive picture of the possible mechanisms linking TEI with achievement. In this regard, the article redresses the problem of vaguely specified theoretical links currently hampering progress in the field. The article closes with a consideration of directions for future research. PMID:26515326

  11. The Role of Trait Emotional Intelligence in Academic Performance: Theoretical Overview and Empirical Update.

    PubMed

    Perera, Harsha N

    2016-01-01

    Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current article is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship. To elucidate these theoretical mechanisms, the overview draws on multiple theories of emotion and regulation, including TEI theory, social-functional accounts of emotion, and expectancy-value and psychobiological model of emotion and regulation. Although these theoretical accounts variously emphasize different variables as focal constructs, when taken together, they provide a comprehensive picture of the possible mechanisms linking TEI with achievement. In this regard, the article redresses the problem of vaguely specified theoretical links currently hampering progress in the field. The article closes with a consideration of directions for future research.

  12. Academic Social Climate--A Key Aspect in Architectural Studies

    ERIC Educational Resources Information Center

    Davidovitch, Nitza; Casakin, Hernan

    2015-01-01

    The present research investigates academic social climate in architectural studies as perceived by students. It studies the importance that the various measures of academic social climate have in the studio and in architectural classes. It also investigates the relation between the personal background of students and their sense of academic social…

  13. Formal and Informal Academic Language Socialization of a Bilingual Child

    ERIC Educational Resources Information Center

    Cho, Hyonsuk

    2016-01-01

    This ethnographic case study examines a bilingual child's academic socialization in both formal and informal academic communities. The study follows a high-achieving, bilingual student in a public US elementary school, who paradoxically is seen as a slow learner in her Korean-American Sunday school. From the academic socialization and community of…

  14. Deriving meaning from others' emotions: attribution, appraisal, and the use of emotions as social information.

    PubMed

    van Doorn, Evert A; van Kleef, Gerben A; van der Pligt, Joop

    2015-01-01

    Emotional expressions constitute a rich source of information. Integrating theorizing on attribution, appraisal processes, and the use of emotions as social information, we examined how emotional expressions influence attributions of agency and responsibility under conditions of ambiguity. Three vignette studies involving different scenarios indicate that participants used information about others' emotional expressions to make sense of ambiguous social situations. Expressions of regret fueled inferences that the expresser was responsible for an adverse situation, whereas expressions of anger fueled inferences that someone else was responsible. Also, expressions of anger were interpreted as a sign of injustice, and expressions of disappointment increased prosocial intentions (i.e., to help the expresser). The results show that emotional expressions can help people understand ambiguous social situations by informing attributions that correspond with each emotion's associated appraisal structures. The findings advance understanding of the ways in which emotional expressions help individuals understand and coordinate social life. PMID:26284001

  15. Maternal emotion socialization differentially predicts third-grade children's emotion regulation and lability.

    PubMed

    Rogers, Megan L; Halberstadt, Amy G; Castro, Vanessa L; MacCormack, Jennifer K; Garrett-Peters, Patricia

    2016-03-01

    Numerous parental emotion socialization factors have been implicated as direct and indirect contributors to the development of children's emotional competence. To date, however, no study has combined parents' emotion-related beliefs, behaviors, and regulation strategies in one model to assess their cumulative-as well as unique-contributions to children's emotion regulation. We considered the 2 components that have recently been distinguished: emotion regulation and emotional lability. We predicted that mothers' beliefs about the value of and contempt for children's emotions, mothers' supportive and nonsupportive reactions to their children's emotions, as well as mothers' use of cognitive reappraisal and suppression of their own emotions would each contribute unique variance to their children's emotion regulation and lability, as assessed by children's teachers. The study sample consisted of an ethnically and socioeconomically diverse group of 165 mothers and their third-grade children. Different patterns emerged for regulation and lability: Controlling for family income, child gender, and ethnicity, only mothers' lack of suppression as a regulatory strategy predicted greater emotion regulation in children, whereas mothers' valuing of children's emotions, mothers' lack of contempt for children's emotions, mothers' use of cognitive reappraisal to reinterpret events, and mothers' lack of emotional suppression predicted less lability in children. These findings support the divergence of emotion regulation and lability as constructs and indicate that, during middle childhood, children's lability may be substantially and uniquely affected by multiple forms of parental socialization.

  16. Empathy and social-emotional factors in recovery from stroke.

    PubMed

    Eslinger, Paul J; Parkinson, Kari; Shamay, Simone G

    2002-02-01

    There is growing interest in evaluating the social and emotional effects of stroke, with the aim of improving recovery and outcome. Recent investigations indicate that post-stroke depression and social impairment are cross-cultural consequences that affect between one-third and two-thirds of patients. These conditions appear to be undertreated, even though studies confirm measurable benefits of medical and caregiver education interventions. A further improvement in outcome can be expected from the comprehensive recognition and management of other social and emotional alterations that encompass emotion-related communication disorders, reduced emotional arousal, initiation and expression, and impaired social cognition, empathy and related interpersonal competencies. PMID:11796956

  17. Social and emotional information processing in preschoolers: Indicator of early school success?

    PubMed Central

    Denham, Susanne A.; Kalb, Sara; Way, Erin; Warren-Khot, Heather; Rhoades, Brittany L.; Bassett, Hideko H.

    2012-01-01

    To better connect emotional development and social cognition literatures, the intersection of preschoolers’ emotion and behaviour response choices to hypothetical peer conflicts was examined among 305 4 ½-year-olds in private childcare and Head Start. Latent class analyses identified five subgroups of children with connections between their emotion and behaviour response choices (Happy/Passive, Sad/Socially Competent, Angry/Passive, Angry/Aggressive, Sad/Passive). Subgroup membership differed across gender and economic risk status, and was also a predictor of early school success (i.e., social competence, classroom adjustment, and academic readiness). Overall, even after accounting for the associations between known predictors of young children’s behaviour and school success (i.e., gender and SES), membership in the subgroups at preschool was uniquely predictive of both concurrent and later social competence, classroom adjustment, and academic readiness. Further, preschool social competence partially mediated contributions of subgroup membership on kindergarten classroom adjustment. These findings are discussed in relation to existing social information processing and emotional development literatures, including potential implications for understanding young children’s early school success. PMID:23687402

  18. Ethnic Differences in Women's Emotional Reactions to Parental Non-Supportive Emotion Socialization

    PubMed Central

    Leerkes, Esther M.; Supple, Andrew J.; Gudmunson, Jessica A.

    2014-01-01

    Recent evidence suggests that the association between parents’ use of non-supportive emotion socialization practices and their children's subsequent negative emotional outcomes varies based on ethnicity. The goal of this study is to test the proposition that African American women interpret parental non-supportive emotion socialization practices less negatively than European American women. In this study, 251 European and African American women completed a measure on recalled feelings when their parents engaged in non-supportive emotion socialization practices during childhood. Results indicated that African American women reported feeling more loved and less hurt and ashamed than European American women when their parents enacted non-supportive emotion socialization practices such as ignoring, punishing, minimizing, and teasing them when distressed. Possible mechanisms for this difference and the need for additional research exploring ethnic differences in emotion socialization and its effects on adjustment are discussed. PMID:25419018

  19. Ethnic Differences in Women's Emotional Reactions to Parental Non-Supportive Emotion Socialization.

    PubMed

    Leerkes, Esther M; Supple, Andrew J; Gudmunson, Jessica A

    2014-01-01

    Recent evidence suggests that the association between parents' use of non-supportive emotion socialization practices and their children's subsequent negative emotional outcomes varies based on ethnicity. The goal of this study is to test the proposition that African American women interpret parental non-supportive emotion socialization practices less negatively than European American women. In this study, 251 European and African American women completed a measure on recalled feelings when their parents engaged in non-supportive emotion socialization practices during childhood. Results indicated that African American women reported feeling more loved and less hurt and ashamed than European American women when their parents enacted non-supportive emotion socialization practices such as ignoring, punishing, minimizing, and teasing them when distressed. Possible mechanisms for this difference and the need for additional research exploring ethnic differences in emotion socialization and its effects on adjustment are discussed. PMID:25419018

  20. The Impact of Children's Social Adjustment on Academic Outcomes

    ERIC Educational Resources Information Center

    DeRosier, Melissa E.; Lloyd, Stacey W.

    2011-01-01

    This study tested whether social adjustment added to the prediction of academic outcomes above and beyond prior academic functioning. Researchers collected school records and peer-, teacher-, and self-report measures for 1,255 third-grade children in the fall and spring of the school year. Measures of social adjustment included social acceptance…

  1. Intragroup Emotions: Physiological Linkage and Social Presence

    PubMed Central

    Järvelä, Simo; Kätsyri, Jari; Ravaja, Niklas; Chanel, Guillaume; Henttonen, Pentti

    2016-01-01

    We investigated how technologically mediating two different components of emotion—communicative expression and physiological state—to group members affects physiological linkage and self-reported feelings in a small group during video viewing. In different conditions the availability of second screen text chat (communicative expression) and visualization of group level physiological heart rates and their dyadic linkage (physiology) was varied. Within this four person group two participants formed a physically co-located dyad and the other two were individually situated in two separate rooms. We found that text chat always increased heart rate synchrony but HR visualization only with non-co-located dyads. We also found that physiological linkage was strongly connected to self-reported social presence. The results encourage further exploration of the possibilities of sharing group member's physiological components of emotion by technological means to enhance mediated communication and strengthen social presence. PMID:26903913

  2. Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study

    PubMed Central

    2013-01-01

    Background Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia. Methods This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses. Results A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R2 = 0.43). Conclusions Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students’ academic performance. PMID:23537129

  3. Relationships between a Social-Emotional Learning Program and Emotional Intelligence in Middle School Students

    ERIC Educational Resources Information Center

    Brown, Katherine Marie

    2013-01-01

    This study examined the relationships between a social-emotional learning program and the 5 dimensions of emotional intelligence and whether the relationships were moderated by gender. The problem addressed in the study was the lack of research focused on the development of emotional intelligence at the middle school level. The participants…

  4. Maternal Emotion Socialization in Maltreating and Non-Maltreating Families: Implications for Children's Emotion Regulation

    ERIC Educational Resources Information Center

    Shipman, Kimberly L.; Schneider, Renee; Fitzgerald, Monica M.; Sims, Chandler; Swisher, Lisa; Edwards, Anna

    2007-01-01

    This study investigated the socialization of children's emotion regulation in physically maltreating and non-maltreating mother-child dyads (N = 80 dyads). Mother-child dyads participated in the parent-child emotion interaction task (Shipman & Zeman, 1999) in which they talked about emotionally-arousing situations. The PCEIT was coded for maternal…

  5. Social and Emotional Pedagogies: Critiquing the New Orthodoxy of Emotion in Classroom Behaviour Management

    ERIC Educational Resources Information Center

    Gillies, Val

    2011-01-01

    This paper examines new structured attempts to address and manage emotions in the classroom. Critical analysis focuses on the broad emotional literacy agenda operating within schools, and more specifically the Social and Emotional Aspects of Learning (SEAL) programme. Data are drawn on from an ethnographic study located in Behaviour Support Units…

  6. Child Care Teachers' Strategies in Children's Socialization of Emotion

    ERIC Educational Resources Information Center

    Ahn, Hey Jun

    2005-01-01

    An observational study was conducted to examine teachers' emotional socialization strategies in three child care centers. Qualitative analysis of the data suggests that teachers in child care centers respond to children's emotional expressions with various strategies. Teachers clearly expressed a preference for positive emotion through verbal…

  7. Emotions, Social Work Practice and Supervision: An Uneasy Alliance?

    PubMed Central

    Ingram, Richard

    2012-01-01

    This paper examines the place of emotions within social work practice. The perceived tensions between emotions and rational decision making are explored and it is argued that their relationship is compatible and necessary. A model for the co-creation of emotionally intelligent supervision is developed to support this vision of practice. PMID:24764612

  8. Emotions, Social Work Practice and Supervision: An Uneasy Alliance?

    PubMed

    Ingram, Richard

    2013-03-01

    This paper examines the place of emotions within social work practice. The perceived tensions between emotions and rational decision making are explored and it is argued that their relationship is compatible and necessary. A model for the co-creation of emotionally intelligent supervision is developed to support this vision of practice.

  9. Exploring Entrainment Patterns of Human Emotion in Social Media

    PubMed Central

    Luo, Chuan; Zhang, Zhu

    2016-01-01

    Emotion entrainment, which is generally defined as the synchronous convergence of human emotions, performs many important social functions. However, what the specific mechanisms of emotion entrainment are beyond in-person interactions, and how human emotions evolve under different entrainment patterns in large-scale social communities, are still unknown. In this paper, we aim to examine the massive emotion entrainment patterns and understand the underlying mechanisms in the context of social media. As modeling emotion dynamics on a large scale is often challenging, we elaborate a pragmatic framework to characterize and quantify the entrainment phenomenon. By applying this framework on the datasets from two large-scale social media platforms, we find that the emotions of online users entrain through social networks. We further uncover that online users often form their relations via dual entrainment, while maintain it through single entrainment. Remarkably, the emotions of online users are more convergent in nonreciprocal entrainment. Building on these findings, we develop an entrainment augmented model for emotion prediction. Experimental results suggest that entrainment patterns inform emotion proximity in dyads, and encoding their associations promotes emotion prediction. This work can further help us to understand the underlying dynamic process of large-scale online interactions and make more reasonable decisions regarding emergency situations, epidemic diseases, and political campaigns in cyberspace. PMID:26953692

  10. Exploring Entrainment Patterns of Human Emotion in Social Media.

    PubMed

    He, Saike; Zheng, Xiaolong; Zeng, Daniel; Luo, Chuan; Zhang, Zhu

    2016-01-01

    Emotion entrainment, which is generally defined as the synchronous convergence of human emotions, performs many important social functions. However, what the specific mechanisms of emotion entrainment are beyond in-person interactions, and how human emotions evolve under different entrainment patterns in large-scale social communities, are still unknown. In this paper, we aim to examine the massive emotion entrainment patterns and understand the underlying mechanisms in the context of social media. As modeling emotion dynamics on a large scale is often challenging, we elaborate a pragmatic framework to characterize and quantify the entrainment phenomenon. By applying this framework on the datasets from two large-scale social media platforms, we find that the emotions of online users entrain through social networks. We further uncover that online users often form their relations via dual entrainment, while maintain it through single entrainment. Remarkably, the emotions of online users are more convergent in nonreciprocal entrainment. Building on these findings, we develop an entrainment augmented model for emotion prediction. Experimental results suggest that entrainment patterns inform emotion proximity in dyads, and encoding their associations promotes emotion prediction. This work can further help us to understand the underlying dynamic process of large-scale online interactions and make more reasonable decisions regarding emergency situations, epidemic diseases, and political campaigns in cyberspace.

  11. Exploring Entrainment Patterns of Human Emotion in Social Media.

    PubMed

    He, Saike; Zheng, Xiaolong; Zeng, Daniel; Luo, Chuan; Zhang, Zhu

    2016-01-01

    Emotion entrainment, which is generally defined as the synchronous convergence of human emotions, performs many important social functions. However, what the specific mechanisms of emotion entrainment are beyond in-person interactions, and how human emotions evolve under different entrainment patterns in large-scale social communities, are still unknown. In this paper, we aim to examine the massive emotion entrainment patterns and understand the underlying mechanisms in the context of social media. As modeling emotion dynamics on a large scale is often challenging, we elaborate a pragmatic framework to characterize and quantify the entrainment phenomenon. By applying this framework on the datasets from two large-scale social media platforms, we find that the emotions of online users entrain through social networks. We further uncover that online users often form their relations via dual entrainment, while maintain it through single entrainment. Remarkably, the emotions of online users are more convergent in nonreciprocal entrainment. Building on these findings, we develop an entrainment augmented model for emotion prediction. Experimental results suggest that entrainment patterns inform emotion proximity in dyads, and encoding their associations promotes emotion prediction. This work can further help us to understand the underlying dynamic process of large-scale online interactions and make more reasonable decisions regarding emergency situations, epidemic diseases, and political campaigns in cyberspace. PMID:26953692

  12. Social and emotional self-efficacy at work.

    PubMed

    Loeb, Carina; Stempel, Christiane; Isaksson, Kerstin

    2016-04-01

    Research has shown that self-efficacy is often one of the most important personal resources in the work context. However, because this research has focused on cognitive and task-oriented self-efficacy, little is known about social and emotional dimensions of self-efficacy at work. The main aim of the present study was to investigate social and emotional self-efficacy dimensions at work and to compare them to a cognitive and task-oriented dimension. Scales to measure social and emotional self-efficacy at work were developed and validated and found to be well differentiated from the cognitive task-oriented occupational self-efficacy scale. Confirmatory factor analyses of data from 226 Swedish and 591 German employees resulted in four separate but correlated self-efficacy dimensions: (1) occupational; (2) social; (3) self-oriented emotional; and (4) other-oriented emotional. Social self-efficacy explained additional variance in team climate and emotional self-efficacy in emotional irritation and emotional exhaustion, over and above effects of occupational self-efficacy. Men reported higher occupational self-efficacy, whereas social and emotional self-efficacy revealed no clear gender differences. The scales have strong psychometric properties in both Swedish and German language versions. The positive association between social self-efficacy and team climate, and the negative relationships between self-oriented emotional self-efficacy and emotional irritation and emotional exhaustion may provide promising tools for practical applications in work settings such as team-building, staff development, recruitment or other training programs aiming for work place health promotion. The next step will be to study how social and emotional self-efficacy relate to leadership, well-being and health over time.

  13. Social and emotional self-efficacy at work.

    PubMed

    Loeb, Carina; Stempel, Christiane; Isaksson, Kerstin

    2016-04-01

    Research has shown that self-efficacy is often one of the most important personal resources in the work context. However, because this research has focused on cognitive and task-oriented self-efficacy, little is known about social and emotional dimensions of self-efficacy at work. The main aim of the present study was to investigate social and emotional self-efficacy dimensions at work and to compare them to a cognitive and task-oriented dimension. Scales to measure social and emotional self-efficacy at work were developed and validated and found to be well differentiated from the cognitive task-oriented occupational self-efficacy scale. Confirmatory factor analyses of data from 226 Swedish and 591 German employees resulted in four separate but correlated self-efficacy dimensions: (1) occupational; (2) social; (3) self-oriented emotional; and (4) other-oriented emotional. Social self-efficacy explained additional variance in team climate and emotional self-efficacy in emotional irritation and emotional exhaustion, over and above effects of occupational self-efficacy. Men reported higher occupational self-efficacy, whereas social and emotional self-efficacy revealed no clear gender differences. The scales have strong psychometric properties in both Swedish and German language versions. The positive association between social self-efficacy and team climate, and the negative relationships between self-oriented emotional self-efficacy and emotional irritation and emotional exhaustion may provide promising tools for practical applications in work settings such as team-building, staff development, recruitment or other training programs aiming for work place health promotion. The next step will be to study how social and emotional self-efficacy relate to leadership, well-being and health over time. PMID:26882457

  14. Academic and emotional functioning in middle school: the role of implicit theories.

    PubMed

    Romero, Carissa; Master, Allison; Paunesku, Dave; Dweck, Carol S; Gross, James J

    2014-04-01

    Adolescents face many academic and emotional challenges in middle school, but notable differences are evident in how well they adapt. What predicts adolescents' academic and emotional outcomes during this period? One important factor might be adolescents' implicit theories about whether intelligence and emotions can change. The current study examines how these theories affect academic and emotional outcomes. One hundred fifteen students completed surveys throughout middle school, and their grades and course selections were obtained from school records. Students who believed that intelligence could be developed earned higher grades and were more likely to move to advanced math courses over time. Students who believed that emotions could be controlled reported fewer depressive symptoms and, if they began middle school with lower well-being, were more likely to feel better over time. These findings illustrate the power of adolescents' implicit theories, suggesting exciting new pathways for intervention. PMID:24512251

  15. Academic and emotional functioning in middle school: the role of implicit theories.

    PubMed

    Romero, Carissa; Master, Allison; Paunesku, Dave; Dweck, Carol S; Gross, James J

    2014-04-01

    Adolescents face many academic and emotional challenges in middle school, but notable differences are evident in how well they adapt. What predicts adolescents' academic and emotional outcomes during this period? One important factor might be adolescents' implicit theories about whether intelligence and emotions can change. The current study examines how these theories affect academic and emotional outcomes. One hundred fifteen students completed surveys throughout middle school, and their grades and course selections were obtained from school records. Students who believed that intelligence could be developed earned higher grades and were more likely to move to advanced math courses over time. Students who believed that emotions could be controlled reported fewer depressive symptoms and, if they began middle school with lower well-being, were more likely to feel better over time. These findings illustrate the power of adolescents' implicit theories, suggesting exciting new pathways for intervention.

  16. Deriving meaning from others’ emotions: attribution, appraisal, and the use of emotions as social information

    PubMed Central

    van Doorn, Evert A.; van Kleef, Gerben A.; van der Pligt, Joop

    2015-01-01

    Emotional expressions constitute a rich source of information. Integrating theorizing on attribution, appraisal processes, and the use of emotions as social information, we examined how emotional expressions influence attributions of agency and responsibility under conditions of ambiguity. Three vignette studies involving different scenarios indicate that participants used information about others’ emotional expressions to make sense of ambiguous social situations. Expressions of regret fueled inferences that the expresser was responsible for an adverse situation, whereas expressions of anger fueled inferences that someone else was responsible. Also, expressions of anger were interpreted as a sign of injustice, and expressions of disappointment increased prosocial intentions (i.e., to help the expresser). The results show that emotional expressions can help people understand ambiguous social situations by informing attributions that correspond with each emotion’s associated appraisal structures. The findings advance understanding of the ways in which emotional expressions help individuals understand and coordinate social life. PMID:26284001

  17. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning…

  18. How Are Trait Emotional Intelligence and Social Skills Related to Emotional and Behavioural Difficulties in Adolescents?

    ERIC Educational Resources Information Center

    Poulou, Maria S.

    2014-01-01

    Trait emotional intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. The Social and Emotional Learning (SEL) movement emphasised the cultivation of social skills for positive relationships. In this paper we investigate the role of students'…

  19. Social Emotional Optimization Algorithm for Nonlinear Constrained Optimization Problems

    NASA Astrophysics Data System (ADS)

    Xu, Yuechun; Cui, Zhihua; Zeng, Jianchao

    Nonlinear programming problem is one important branch in operational research, and has been successfully applied to various real-life problems. In this paper, a new approach called Social emotional optimization algorithm (SEOA) is used to solve this problem which is a new swarm intelligent technique by simulating the human behavior guided by emotion. Simulation results show that the social emotional optimization algorithm proposed in this paper is effective and efficiency for the nonlinear constrained programming problems.

  20. Academic Self-Concept and Emotion Relations: Domain Specificity and Age Effects

    ERIC Educational Resources Information Center

    Goetz, Thomas; Cronjaeger, Hanna; Frenzel, Anne C.; Ludtke, Oliver; Hall, Nathan C.

    2010-01-01

    The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N=1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research,…

  1. Emotional Intelligence and Academic Achievement of High School Students in Kanyakumari District

    ERIC Educational Resources Information Center

    Lawrence, A. S. Arul; Deepa, T.

    2013-01-01

    The objective of the study is to find the significant relationship between emotional intelligence and academic achievement of high school students with reference to the background variables. Survey method was employed. Two tools are used in this study namely self-made Trait Emotional Intelligence Questionnaire Short Form (TEIQue SF) and the…

  2. Emotional Intelligence and Gender as Predictors of Academic Achievement among Some University Students in Barbados

    ERIC Educational Resources Information Center

    Fayombo, Grace A.

    2012-01-01

    This study investigated emotional intelligence (attending to emotion, positive expressivity and negative expressivity) and gender as predictors of academic achievement among 163 undergraduate psychology students in The University of the West Indies (UWI), Cave Hill Campus, Barbados. Results revealed significant positive and negative correlations…

  3. Using the 2 x 2 Framework of Achievement Goals to Predict Achievement Emotions and Academic Performance

    ERIC Educational Resources Information Center

    Putwain, David W.; Sander, Paul; Larkin, Derek

    2013-01-01

    Previous work has established how achievement emotions are related to the trichotomous model of achievement goals, and how they predict academic performance. In our study we examine relations using an additional, mastery-avoidance goal, and whether outcome-focused emotions are predicted by mastery as well as performance goals. Results showed that…

  4. Temperamental Attention and Activity, Classroom Emotional Support, and Academic Achievement in Third Grade

    ERIC Educational Resources Information Center

    Rudasill, Kathleen Moritz; Gallagher, Kathleen Cranley; White, Jamie M.

    2010-01-01

    The purpose of this study is to examine the interplay of children's temperamental attention and activity (assessed when children were 4-and-a-half years old) and classroom emotional support as they relate to children's academic achievement in third grade. Particular focus is placed on the moderating role of classroom emotional support on the…

  5. Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study

    ERIC Educational Resources Information Center

    Scrimin, Sara; Altoè, Gianmarco; Moscardino, Ughetta; Pastore, Massimiliano; Mason, Lucia

    2016-01-01

    Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity-GPA link and to assess whether self-esteem and psychological distress moderate this…

  6. Between-domain relations of students' academic emotions and their judgments of school domain similarity

    PubMed Central

    Goetz, Thomas; Haag, Ludwig; Lipnevich, Anastasiya A.; Keller, Melanie M.; Frenzel, Anne C.; Collier, Antonie P. M.

    2014-01-01

    With the aim to deepen our understanding of the between-domain relations of academic emotions, a series of three studies was conducted. We theorized that between-domain relations of trait (i.e., habitual) emotions reflected students' judgments of domain similarities, whereas between-domain relations of state (i.e., momentary) emotions did not. This supposition was based on the accessibility model of emotional self-report, according to which individuals' beliefs tend to strongly impact trait, but not state emotions. The aim of Study 1 (interviews; N = 40; 8th and 11th graders) was to gather salient characteristics of academic domains from students' perspective. In Study 2 (N = 1709; 8th and 11th graders) the 13 characteristics identified in Study 1 were assessed along with academic emotions in four different domains (mathematics, physics, German, and English) using a questionnaire-based trait assessment. With respect to the same domains, state emotions were assessed in Study 3 (N = 121; 8th and 11th graders) by employing an experience sampling approach. In line with our initial assumptions, between-domain relations of trait but not state academic emotions reflected between-domain relations of domain characteristics. Implications for research and practice are discussed. PMID:25374547

  7. Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance

    ERIC Educational Resources Information Center

    Pekrun, Reinhard; Elliot, Andrew J.; Maier, Markus A.

    2009-01-01

    The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were…

  8. Social Information Processing and Emotional Understanding in Children with LD

    ERIC Educational Resources Information Center

    Bauminger, Nirit; Edelsztein, Hany Schorr; Morash, Janice

    2005-01-01

    The present study aimed to comprehensively examine social cognition processes in children with and without learning disabilities (LD), focusing on social information processing (SIP) and complex emotional understanding capabilities such as understanding complex, mixed, and hidden emotions. Participants were 50 children with LD (age range 9.4-12.7;…

  9. The Effect of Reappraising Social Exclusion on Emotional Distress

    ERIC Educational Resources Information Center

    Kitchens, Michael B.; Gohm, Carol L.

    2010-01-01

    The purpose of this investigation was to examine whether reappraisal, which is a strategy where the personal meaning of an event is reevaluated, would influence participants' emotional reactions to social exclusion feedback. It was expected that reappraising this event would reduce the emotional distress that accompanies social exclusion, but…

  10. Do Students Experience "Social Intelligence," Laughter, and Other Emotions Online?

    ERIC Educational Resources Information Center

    Meyer, Katrina A.; Jones, Stephanie J.

    2012-01-01

    Are online activities devoid of emotion and social intelligence? Graduate students in online and blended programs at Texas Tech University and the University of Memphis were surveyed about how often they laughed, felt other emotions, and expressed social intelligence. Laughter, chuckling, and smiling occurred "sometimes" as did other emotions…

  11. Emotion Socialization in Adolescence: The Roles of Mothers and Fathers

    ERIC Educational Resources Information Center

    Brand, Ann E.; Klimes-Dougan, Bonnie

    2010-01-01

    This chapter provides a review of the literature that examines the role of mothers and fathers in socializing emotion in their sons and daughters during adolescence. Within the context of this chapter, we focus on mother-father similarities, differences, and coordinated efforts in socializing the emotion of their adolescent children. Empirical…

  12. Flexibility and attractors in context: family emotion socialization patterns and children's emotion regulation in late childhood.

    PubMed

    Lunkenheimer, Erika S; Hollenstein, Tom; Wang, Jun; Shields, Ann M

    2012-07-01

    Familial emotion socialization practices relate to children's emotion regulation (ER) skills in late childhood, however, we have more to learn about how the context and structure of these interactions relates to individual differences in children's ER. The present study examined flexibility and attractors in family emotion socialization patterns in three different conversational contexts and their relation to ER in 8-12 year olds. Flexibility was defined as dispersion across the repertoire of discrete emotion words and emotion socialization functions (emotion coaching, dismissing, and elaboration) in family conversation, whereas attractors were defined as the average duration per visit to each of these three emotion socialization functions using state space grid analysis. It was hypothesized that higher levels of flexibility in emotion socialization would buffer children's ER from the presence of maladaptive attractors, or the absence of adaptive attractors, in family emotion conversation. Flexibility was generally adaptive, related to children's higher ER across all contexts, and also buffered children from maladaptive attractors in select situations. Findings suggest that the study of dynamic interaction patterns in context may reveal adaptive versus maladaptive socialization processes in the family that can inform basic and applied research on children's regulatory problems.

  13. Examining Gender and the Academic Achievement of Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Rice, Elisabeth Hess; Yen, Cherng-Jyh

    2010-01-01

    Students with emotional disturbance (ED) have significant academic deficits (Trout, Nordness, Pierce, & Epstein, 2003; Lane, 2004). Even after identification and school intervention, students with ED continue to demonstrate limited academic achievement and high rates of drop out and school failure, with 80-90% scoring below grade level on tests of…

  14. Motivated by Money: Students with Academic Scholarships versus Those without and Their Emotional Intelligence

    ERIC Educational Resources Information Center

    Giroir, Elizabeth Marie Elbert

    2009-01-01

    The purpose of this study was to determine the retention rate of students who had received academic scholarships versus students who had not received academic scholarships but met the qualifications to receive the scholarships and the effects of emotional intelligence on these students. The data collection mechanisms for this study included the…

  15. Coping Mediates the Relationship between Emotional Intelligence (EI) and Academic Achievement

    ERIC Educational Resources Information Center

    MacCann, Carolyn; Fogarty, Gerard J.; Zeidner, Moshe; Roberts, Richard D.

    2011-01-01

    Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students…

  16. Trait Emotional Intelligence and Learning Styles: The Case of Iranian English for Academic Purposes Learners

    ERIC Educational Resources Information Center

    Aliakbari, Mohammad; Abol-Nejadian, Rezvan

    2015-01-01

    Although a large body of research has been dedicated to examining emotional intelligence (EI) and learning styles in relation to different factors in academic setting, the relationship between these two variables still necessitates more exploration and deeper study, especially in the Iranian context. To this end, 60 English for Academic Purposes…

  17. Maintaining Motivation and Regulating Emotion: Measuring Individual Differences in Academic Volitional Strategies.

    ERIC Educational Resources Information Center

    McCann, Erin J.; Garcia, Teresa

    An instrument was developed to measure the resourcefulness and self-directedness of students in maintaining their motivation on academic goal tasks. The Academic Volitional Strategy Inventory (AVSI) is a self-report instrument designed to assess the management of emotion and motivation by college students during the goal-striving process. An…

  18. Emotional Intelligence and its Relationship with Gender, Academic Performance and Intellectual Abilities of Undergraduates

    ERIC Educational Resources Information Center

    Valadez Sierra, Maria de los Dolores; Borges del Rosal, Maria Africa; Ruvalcaba Romero, Norma; Villegas, Karina; Lorenzo, Maryurena

    2013-01-01

    Introduction: Emotional intelligence has been linked to several variables, such as gender, and academic performance. In the area of high intellectual abilities, the literature shows controversy, without a unanimous result on the relationship between both variables. In the present study we analyzed the modulatory effect has academic performance in…

  19. Association between Ability Emotional Intelligence and Left Insula during Social Judgment of Facial Emotions.

    PubMed

    Quarto, Tiziana; Blasi, Giuseppe; Maddalena, Chiara; Viscanti, Giovanna; Lanciano, Tiziana; Soleti, Emanuela; Mangiulli, Ivan; Taurisano, Paolo; Fazio, Leonardo; Bertolino, Alessandro; Curci, Antonietta

    2016-01-01

    The human ability of identifying, processing and regulating emotions from social stimuli is generally referred as Emotional Intelligence (EI). Within EI, Ability EI identifies a performance measure assessing individual skills at perceiving, using, understanding and managing emotions. Previous models suggest that a brain "somatic marker circuitry" (SMC) sustains emotional sub-processes included in EI. Three primary brain regions are included: the amygdala, the insula and the ventromedial prefrontal cortex (vmPFC). Here, our aim was to investigate the relationship between Ability EI scores and SMC activity during social judgment of emotional faces. Sixty-three healthy subjects completed a test measuring Ability EI and underwent fMRI during a social decision task (i.e. approach or avoid) about emotional faces with different facial expressions. Imaging data revealed that EI scores are associated with left insula activity during social judgment of emotional faces as a function of facial expression. Specifically, higher EI scores are associated with greater left insula activity during social judgment of fearful faces but also with lower activity of this region during social judgment of angry faces. These findings indicate that the association between Ability EI and the SMC activity during social behavior is region- and emotion-specific.

  20. Association between Ability Emotional Intelligence and Left Insula during Social Judgment of Facial Emotions.

    PubMed

    Quarto, Tiziana; Blasi, Giuseppe; Maddalena, Chiara; Viscanti, Giovanna; Lanciano, Tiziana; Soleti, Emanuela; Mangiulli, Ivan; Taurisano, Paolo; Fazio, Leonardo; Bertolino, Alessandro; Curci, Antonietta

    2016-01-01

    The human ability of identifying, processing and regulating emotions from social stimuli is generally referred as Emotional Intelligence (EI). Within EI, Ability EI identifies a performance measure assessing individual skills at perceiving, using, understanding and managing emotions. Previous models suggest that a brain "somatic marker circuitry" (SMC) sustains emotional sub-processes included in EI. Three primary brain regions are included: the amygdala, the insula and the ventromedial prefrontal cortex (vmPFC). Here, our aim was to investigate the relationship between Ability EI scores and SMC activity during social judgment of emotional faces. Sixty-three healthy subjects completed a test measuring Ability EI and underwent fMRI during a social decision task (i.e. approach or avoid) about emotional faces with different facial expressions. Imaging data revealed that EI scores are associated with left insula activity during social judgment of emotional faces as a function of facial expression. Specifically, higher EI scores are associated with greater left insula activity during social judgment of fearful faces but also with lower activity of this region during social judgment of angry faces. These findings indicate that the association between Ability EI and the SMC activity during social behavior is region- and emotion-specific. PMID:26859495

  1. Association between Ability Emotional Intelligence and Left Insula during Social Judgment of Facial Emotions

    PubMed Central

    Quarto, Tiziana; Blasi, Giuseppe; Maddalena, Chiara; Viscanti, Giovanna; Lanciano, Tiziana; Soleti, Emanuela; Mangiulli, Ivan; Taurisano, Paolo; Fazio, Leonardo; Bertolino, Alessandro; Curci, Antonietta

    2016-01-01

    The human ability of identifying, processing and regulating emotions from social stimuli is generally referred as Emotional Intelligence (EI). Within EI, Ability EI identifies a performance measure assessing individual skills at perceiving, using, understanding and managing emotions. Previous models suggest that a brain “somatic marker circuitry” (SMC) sustains emotional sub-processes included in EI. Three primary brain regions are included: the amygdala, the insula and the ventromedial prefrontal cortex (vmPFC). Here, our aim was to investigate the relationship between Ability EI scores and SMC activity during social judgment of emotional faces. Sixty-three healthy subjects completed a test measuring Ability EI and underwent fMRI during a social decision task (i.e. approach or avoid) about emotional faces with different facial expressions. Imaging data revealed that EI scores are associated with left insula activity during social judgment of emotional faces as a function of facial expression. Specifically, higher EI scores are associated with greater left insula activity during social judgment of fearful faces but also with lower activity of this region during social judgment of angry faces. These findings indicate that the association between Ability EI and the SMC activity during social behavior is region- and emotion-specific. PMID:26859495

  2. The Influence of Academic Tracking on Adolescent Social Networks

    ERIC Educational Resources Information Center

    Fisher, Kim W.; Shogren, Karrie A.

    2016-01-01

    This study examined adolescents' social capital, through social network analyses (i.e., ego network analyses), in two high schools where students were placed into academic tracks adopted by the schools and shaped by disability status (i.e., general education, co-taught, segregated special education classrooms). The impact of academic tracks, as…

  3. A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes

    ERIC Educational Resources Information Center

    Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone

    2016-01-01

    This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003-2013). Results showed small but significant…

  4. The Emotional and Academic Consequences of Parental Conditional Regard: Comparing Conditional Positive Regard, Conditional Negative Regard, and Autonomy Support as Parenting Practices

    ERIC Educational Resources Information Center

    Roth, Guy; Assor, Avi; Niemiec, Christopher P.; Deci, Edward L.; Ryan, Richard M.

    2009-01-01

    The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent…

  5. Socialization of Emotion: Who Influences Whom and How?

    ERIC Educational Resources Information Center

    Zahn-Waxler, Carolyn

    2010-01-01

    Emotion socialization begins within the family setting and extends outward as children transition into expanded social worlds. Children contribute to their socialization from the first years of life, so the dynamics between parents and children are reciprocal in nature. Because socialization influences are best inferred from patterns that unfold…

  6. Effects of Social Capital on Academic Success: A Narrative Synthesis

    ERIC Educational Resources Information Center

    Acar, Erkan

    2011-01-01

    Many researchers link social capital theory to education and commonly use examples from the field of education to examine social capital theory. Accordingly, they accept that reflections and contributions of social capital can be observed in the field of education. This paper examines social capital's effects on academic success in education. In…

  7. Electrified emotions: Modulatory effects of transcranial direct stimulation on negative emotional reactions to social exclusion.

    PubMed

    Riva, Paolo; Romero Lauro, Leonor J; Vergallito, Alessandra; DeWall, C Nathan; Bushman, Brad J

    2015-01-01

    Social exclusion, ostracism, and rejection can be emotionally painful because they thwart the need to belong. Building on studies suggesting that the right ventrolateral prefrontal cortex (rVLPFC) is associated with regulation of negative emotions, the present experiment tests the hypothesis that decreasing the cortical excitability of the rVLPFC may increase negative emotional reactions to social exclusion. Specifically, we applied cathodal transcranial direct current stimulation (tDCS) over the rVLPFC and predicted an increment of negative emotional reactions to social exclusion. In Study 1, participants were either socially excluded or included, while cathodal tDCS or sham stimulation was applied over the rVLPFC. Cathodal stimulation of rVLPFC boosted the typical negative emotional reaction caused by social exclusion. No effects emerged from participants in the inclusion condition. To test the specificity of tDCS effects over rVLPFC, in Study 2, participants were socially excluded and received cathodal tDCS or sham stimulation over a control region (i.e., the right posterior parietal cortex). No effects of tDCS stimulation were found. Our results showed that the rVLPFC is specifically involved in emotion regulation and suggest that cathodal stimulation can increase negative emotional responses to social exclusion.

  8. African American and European American Mothers’ Beliefs about Negative Emotions and Emotion Socialization Practices

    PubMed Central

    Nelson, Jackie A.; Leerkes, Esther M.; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2012-01-01

    SYNOPSIS Objective Mothers’ beliefs about their children’s negative emotions and their emotion socialization practices were examined. Design Sixty-five African American and 137 European American mothers of 5-year-old children reported their beliefs and typical responses to children’s negative emotions, and mothers’ emotion teaching practices were observed. Results African American mothers reported that the display of negative emotions was less acceptable than European American mothers, and African American mothers of boys perceived the most negative social consequences for the display of negative emotions. African American mothers reported fewer supportive responses to children’s negative emotions than European Americans and more nonsupportive responses to children’s anger. African American mothers of boys also reported more nonsupportive responses to submissive negative emotions than African American mothers of girls. However, no differences were found by ethnicity or child gender in observed teaching about emotions. Group differences in mothers’ responses to negative emotions were explained, in part, by mothers’ beliefs about emotions. Conclusions Differences in beliefs and practices may reflect African American mothers’ efforts to protect their children from discrimination. PMID:22639552

  9. Linking academic social environments, ego-identity formation, ego virtues, and academic success.

    PubMed

    Good, Marie; Adams, Gerald R

    2008-01-01

    This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that supportive relationships with faculty was directly related to higher average grades and perceived academic ability, whereas positive relationships with fellow students was indirectly related to academic success through ego virtues. Positive ego-identity formation (identity achievement) was also indirectly related to academic success through ego virtues.

  10. Emotional Distress, Drinking, and Academic Achievement across the Adolescent Life Course

    PubMed Central

    Owens, Timothy J.; Shippee, Nathan D.; Hensel, Devon J.

    2008-01-01

    Our study of the adolescent life course proposes that substantial maturation occurs within three intertwined arenas of development: the social, the psychological, and the normative attainment. Further, each arena may be linked, respectively, to three youth problem dimensions: drinking, depressive affect, and academic achievement. We use latent growth curves and the Youth Development Study (effective N=856) to track a panel of teens from their freshman to senior year in high school. There are 54.4% girls and 45.6% boys, and 75.7% non-Hispanic whites and 24.3% other races/ethnicities. Two research goals are addressed: (1) estimate each dimension’s unique developmental trajectory across high school, and (2) model the dimensions together in order to assess their reciprocal influences. While mean levels in all three dimensions increased over time, distinct developmental patterns were observed, especially in drinking and depression. For example, more drinking occasions—a social activity for most teens—may help assuage some teens’ emotional distress, especially girls’. These patterns suggest a synergistic relationship between the social and psychological arenas of development. Contrary to expectation, higher freshman depressive affect was associated with a significantly sharper increase in GPA over time for girls. PMID:19169430

  11. The relationship between puberty and social emotion processing

    PubMed Central

    Goddings, Anne-Lise; Burnett Heyes, Stephanie; Bird, Geoffrey; Viner, Russell M; Blakemore, Sarah-Jayne

    2012-01-01

    The social brain undergoes developmental change during adolescence, and pubertal hormones are hypothesized to contribute to this development. We used fMRI to explore how pubertal indicators (salivary concentrations of testosterone, oestradiol and DHEA; pubertal stage; menarcheal status) relate to brain activity during a social emotion task. Forty-two females aged 11.1 to 13.7 years underwent fMRI scanning while reading scenarios pertaining either to social emotions, which require the representation of another person’s mental states, or to basic emotions, which do not. Pubertal stage and menarcheal status were used to assign girls to early or late puberty groups. Across the entire sample, the contrast between social versus basic emotion resulted in activity within the social brain network, including dorsomedial prefrontal cortex (DMPFC), the posterior superior temporal sulcus, and the anterior temporal cortex (ATC) in both hemispheres. Increased hormone levels (independent of age) were associated with higher left ATC activity during social emotion processing. More advanced age (independent of hormone levels) was associated with lower DMPFC activity during social emotion processing. Our results suggest functionally dissociable effects of pubertal hormones and age on the adolescent social brain. PMID:23106734

  12. The social ties that bind: social anxiety and academic achievement across the university years.

    PubMed

    Brook, Christina A; Willoughby, Teena

    2015-05-01

    Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college.

  13. The social ties that bind: social anxiety and academic achievement across the university years.

    PubMed

    Brook, Christina A; Willoughby, Teena

    2015-05-01

    Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college. PMID:25691148

  14. Social anxiety and emotion regulation in daily life: spillover effects on positive and negative social events.

    PubMed

    Farmer, Antonina Savostyanova; Kashdan, Todd B

    2012-01-01

    To minimize the possibility of scrutiny, people with social anxiety difficulties exert great effort to manage their emotions, particularly during social interactions. We examined how the use of two emotion regulation strategies, emotion suppression and cognitive reappraisal, predict the generation of emotions and social events in daily life. Over 14 consecutive days, 89 participants completed daily diary entries on emotions, positive and negative social events, and their regulation of emotions. Using multilevel modeling, we found that when people high in social anxiety relied more on positive emotion suppression, they reported fewer positive social events and less positive emotion on the subsequent day. In contrast, people low in social anxiety reported fewer negative social events on days subsequent to using cognitive reappraisal to reduce distress; the use of cognitive reappraisal did not influence the daily lives of people high in social anxiety. Our findings support theories of emotion regulation difficulties associated with social anxiety. In particular, for people high in social anxiety, maladaptive strategy use contributed to diminished reward responsiveness. PMID:22428662

  15. [Regulation of Positive and Negative Emotions as Mediator between Maternal Emotion Socialization and Child Problem Behavior].

    PubMed

    Fäsche, Anika; Gunzenhauser, Catherine; Friedlmeier, Wolfgang; von Suchodoletz, Antje

    2015-01-01

    The present study investigated five to six year old children's ability to regulate negative and positive emotions in relation to psychosocial problem behavior (N=53). It was explored, whether mothers' supportive and nonsupportive strategies of emotion socialization influence children's problem behavior by shaping their emotion regulation ability. Mothers reported on children's emotion regulation and internalizing and externalizing problem behavior via questionnaire, and were interviewed about their preferences for socialization strategies in response to children's expression of negative affect. Results showed that children with more adaptive expression of adequate positive emotions had less internalizing behavior problems. When children showed more control of inadequate negative emotions, children were less internalizing as well as externalizing in their behavior. Furthermore, results indicated indirect relations of mothers' socialization strategies with children's problem behavior. Control of inadequate negative emotions mediated the link between non-supportive strategies on externalizing problem behavior. Results suggest that emotion regulatory processes should be part of interventions to reduce the development of problematic behavior in young children. Parents should be trained in dealing with children's emotions in a constructive way. PMID:26032031

  16. [Regulation of Positive and Negative Emotions as Mediator between Maternal Emotion Socialization and Child Problem Behavior].

    PubMed

    Fäsche, Anika; Gunzenhauser, Catherine; Friedlmeier, Wolfgang; von Suchodoletz, Antje

    2015-01-01

    The present study investigated five to six year old children's ability to regulate negative and positive emotions in relation to psychosocial problem behavior (N=53). It was explored, whether mothers' supportive and nonsupportive strategies of emotion socialization influence children's problem behavior by shaping their emotion regulation ability. Mothers reported on children's emotion regulation and internalizing and externalizing problem behavior via questionnaire, and were interviewed about their preferences for socialization strategies in response to children's expression of negative affect. Results showed that children with more adaptive expression of adequate positive emotions had less internalizing behavior problems. When children showed more control of inadequate negative emotions, children were less internalizing as well as externalizing in their behavior. Furthermore, results indicated indirect relations of mothers' socialization strategies with children's problem behavior. Control of inadequate negative emotions mediated the link between non-supportive strategies on externalizing problem behavior. Results suggest that emotion regulatory processes should be part of interventions to reduce the development of problematic behavior in young children. Parents should be trained in dealing with children's emotions in a constructive way.

  17. Does the Field of EBD Need a Distinct Set of "Intensive" Interventions or More Systemic Intensity within a Continuum of Social/Emotional Supports?

    ERIC Educational Resources Information Center

    Lewis, Timothy J.

    2016-01-01

    The challenges of educating children and youth with intensive social, emotional, and academic needs have been well documented. Students with emotional/ behavioral disorders (EBD) present a range of daily challenges from low intensity, high frequency chronic behaviors such as poor school attendance, disrespect addressed to adults and peers,…

  18. Emotional Competence and Emotion Socialization in Preschoolers: The Viewpoint of Preschool Teachers

    ERIC Educational Resources Information Center

    Kiliç, Sükran

    2015-01-01

    The aim of this research is to thoroughly investigate preschool teachers' opinions about emotional competence and emotion socialization. The study group was comprised of 20 preschool teachers working in preschools in the city-center of Aksaray. A semi-structured interview form prepared by the researcher was used as the data collection tool. Data…

  19. Engaging Emotions and Practicing Conflict: Emotions and Teaching toward Social Justice

    ERIC Educational Resources Information Center

    Meeker, Joy

    2012-01-01

    This inquiry considers the role of emotions and conflict in education practices which align with social justice. The classroom is a significant location to learn and practice resourceful responses to conflict and to the emotions that accompany conflict, and can itself be considered a site of conflict intervention. This research questions how U.S.…

  20. Preschoolers' Emotion Regulation Strategy Understanding: Relations with Emotion Socialization and Child Self-Regulation

    ERIC Educational Resources Information Center

    Cole, Pamela M.; Dennis, Tracy A.; Smith-Simon, Kristen E.; Cohen, Laura H.

    2009-01-01

    Preschool-age children's ability to verbally generate strategies for regulating anger and sadness, and to recognize purported effective strategies for these emotions, were examined in relation to child factors (child age, temperament, and language ability) and maternal emotion socialization (supportiveness and structuring in response to child…

  1. Preschool Children's Views on Emotion Regulation: Functional Associations and Implications for Social-Emotional Adjustment

    ERIC Educational Resources Information Center

    Dennis, Tracy A.; Kelemen, Deborah A.

    2009-01-01

    Previous studies show that preschool children view negative emotions as susceptible to intentional control. However, the extent of this understanding and links with child social-emotional adjustment are poorly understood. To examine this, 62 3- and 4-year-olds were presented with puppet scenarios in which characters experienced anger, sadness, and…

  2. Group Emotions: The Social and Cognitive Functions of Emotions in Argumentation

    ERIC Educational Resources Information Center

    Polo, Claire; Lund, Kristine; Plantin, Christian; Niccolai, Gerald P.

    2016-01-01

    The learning sciences of today recognize the tri-dimensional nature of learning as involving cognitive, social and emotional phenomena. However, many computer-supported argumentation systems still fail in addressing the socio-emotional aspects of group reasoning, perhaps due to a lack of an integrated theoretical vision of how these three…

  3. Parenting Style as a Context for Emotion Socialization

    ERIC Educational Resources Information Center

    Chan, Siu Mui; Bowes, Jennifer; Wyver, Shirley

    2009-01-01

    Research Findings: The purpose of this study was to examine parenting style in the domain of emotion socialization through studying the relationships among parenting styles, emotion-related parental practices, and parental goals of Hong Kong-Chinese mothers. Data were collected from 189 Hong Kong-Chinese mothers of 6- to 8-year-old children. Hong…

  4. "OK This Is Hard": Doing Emotions in Social Justice Dialogue

    ERIC Educational Resources Information Center

    Kuby, Candace R.

    2013-01-01

    In this article, I explore emotions in relation to social justice dialogue and share vignettes to illustrate how emotions are embodied, situated and fissured, drawing upon narrative, critical sociocultural and rhizomatic theories. Data comes from a practitioner inquiry while teaching 5- and 6-year-olds in a summer enrichment program in a…

  5. Bridging Emotion Research: From Biology to Social Structure

    ERIC Educational Resources Information Center

    Rogers, Kimberly B.; Kavanagh, Liam

    2010-01-01

    Emotion research demonstrates that problems of theoretical interest or practical significance are not divided neatly along disciplinary boundaries. Researchers acknowledge both organic and social underpinnings of emotion, but the intersections between biological and structural processes can be difficult to negotiate. In this article, the authors…

  6. Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

    PubMed Central

    Oriol, Xavier; Amutio, Alberto; Mendoza, Michelle; Da Costa, Silvia; Miranda, Rafael

    2016-01-01

    Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE). Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored. Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure. PMID:27610091

  7. Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

    PubMed Central

    Oriol, Xavier; Amutio, Alberto; Mendoza, Michelle; Da Costa, Silvia; Miranda, Rafael

    2016-01-01

    Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE). Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored. Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.

  8. Emotional reactivity to social stimuli in patients with eating disorders.

    PubMed

    Tapajóz P de Sampaio, Fernanda; Soneira, Sebastian; Aulicino, Alfredo; Harris, Paula; Allegri, Ricardo Francisco

    2015-10-30

    Patients with eating disorders often display a wide range of difficulties in psychosocial functioning. Most of the studies on this subject have focused on theory of mind; however, little is known about the subjective emotional reactivity of patients to social situations. The aim of this study was to evaluate the patients' perceptions of their own emotions when viewing pictures with social content. Emotional reactivity was assessed in 85 women (29 with anorexia nervosa, 28 with bulimia nervosa, and 28 healthy controls) by using 30 images from the International Affective Picture System. Images were divided into categories based on its social content and its emotional valence. The emotional response was evaluated through the Self-Assessment Manikin. Patients with bulimia nervosa presented higher arousal and lower control when viewing images with social content of pleasant, unpleasant, and neutral valence. Patients with anorexia nervosa reported higher arousal and lower control only for social images with neutral valence. There were no differences between groups for the control images. The finding of specific differences in emotional reactivity to pictures with social content contributes to a more accurate understanding of the difficulties of patients in social situations.

  9. Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children

    ERIC Educational Resources Information Center

    Fantuzzo, John; Bulotsky-Shearer, Rebecca; McDermott, Paul A.; McWayne, Christine; Frye, Douglas; Perlman, Staci

    2007-01-01

    The present study identified higher order relationships among teacher assessments of approaches to learning and emotional and behavioral adjustment constructs for low-income urban preschool children. It examined the unique contribution of these dimensions to cognitive and social competencies and risk of poor academic outcomes. Analyses of a large…

  10. Social-Emotional Challenges Experienced by Students Who Function with Mild and Moderate Hearing Loss in Educational Settings

    ERIC Educational Resources Information Center

    Dalton, C. J.

    2011-01-01

    Mild or moderate hearing loss (MMHL) is a communication disability that impacts speech and language development and academic performance. Students with MMHL also have threats to their social-emotional well-being and self-identity formation, and are at risk for psychosocial deficits related to cognitive fatigue, isolation, and bullying. While the…

  11. Improving School Attendance: Can Participation in Outdoor Learning Influence Attendance for Young People with Social, Emotional and Behavioural Difficulties?

    ERIC Educational Resources Information Center

    Price, Alan

    2015-01-01

    The link between good attendance in school and academic performance has been acknowledged for some time now. However, improving school attendance for young people with social, emotional and behavioural difficulties (SEBD) or pupils at risk of exclusion can be a challenging task for educational leaders. This paper begins with a discussion of…

  12. Dosage Effects of a Preventive Social-Emotional Learning Intervention on Achievement Loss Associated with Middle School Transition

    ERIC Educational Resources Information Center

    Rosenblatt, Jennifer L.; Elias, Maurice J.

    2008-01-01

    A number of studies have documented a normative decline in academic achievement across the transition from elementary school to middle or junior high school. The current study examined the effectiveness of varying levels of a social-emotional learning intervention, "Talking with TJ," in limiting achievement loss across transition. Data were…

  13. How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine; Wyatt, Todd M.

    2014-01-01

    Starting on positive trajectories at school entry is important for children's later academic success. Using partial least squares, we sought to specify interrelations among all theory-based components of social-emotional learning (SEL), and their ability to predict later classroom adjustment and academic readiness in a modelling context.…

  14. Sustaining Academic Life: A Case for Applying Principles of Social Sustainability to the Academic Profession

    ERIC Educational Resources Information Center

    Hammond, Cathryn; Churchman, Deborah

    2008-01-01

    Purpose: This paper aims to examine the social sustainability of academic work in Australian tertiary institutions, in addition to offering a summary of recent research on social sustainability with a particular emphasis on Barron and Gauntlett's work. Design/methodology/approach: Barron and Gauntlett's principles of social sustainability are used…

  15. Social Networks Use, Loneliness and Academic Performance among University Students

    ERIC Educational Resources Information Center

    Stankovska, Gordana; Angelkovska, Slagana; Grncarovska, Svetlana Pandiloska

    2016-01-01

    The world is extensively changed by Social Networks Sites (SNSs) on the Internet. A large number of children and adolescents in the world have access to the internet and are exposed to the internet at a very early age. Most of them use the Social Networks Sites with the purpose of exchanging academic activities and developing a social network all…

  16. Social Factors That Predict Fear of Academic Success

    ERIC Educational Resources Information Center

    Gore, Jonathan S.; Thomas, Jessica; Jones, Stevy; Mahoney, Lauren; Dukes, Kristina; Treadway, Jodi

    2016-01-01

    Fear of academic success is ultimately a fear of social exclusion. Therefore, various forms of social inclusion may alleviate this fear. Three studies tested the hypothesis that social inclusion variables negatively predict fear of success. In Study 1, middle and high school students (n = 129) completed surveys of parental involvement, parental…

  17. Academic Libraries: "Social" or "Communal?" The Nature and Future of Academic Libraries

    ERIC Educational Resources Information Center

    Gayton, Jeffrey T.

    2008-01-01

    The apparent death of academic libraries, as measured by declining circulation of print materials, reduced use of reference services, and falling gate counts, has led to calls for a more "social" approach to academic libraries: installing cafes, expanding group study spaces, and developing "information commons." This study compares these social…

  18. Social Bookmarking in Academic Libraries: Trends and Applications

    ERIC Educational Resources Information Center

    Redden, Carla S.

    2010-01-01

    This paper presents an exploration of the potential utilization of social bookmarking web sites by academic libraries. These web sites, which allow users and organizations to create accounts for bookmarking online content, provide academic libraries tools to collaborate and network, organize and share electronic resources and teach information…

  19. Inspiring Academics to Engage in Collegial Socialization: Pedagogical Provocations

    ERIC Educational Resources Information Center

    Kanuka, Heather; Braga, John

    2011-01-01

    Academics who engage in collegial socialization can benefit in a variety of ways. The challenge, however, is creating a culture which inspires, within a voluntary model, academics to participate in such activities. Teaching development programs have tended to focus on teaching competencies and problem areas through offerings of workshops. It has…

  20. Students as Spectators: Their Academic and Social Integration

    ERIC Educational Resources Information Center

    Clopton, Aaron

    2009-01-01

    There is extensive research literature addressing the impact that the college experience has on students, linking the campus environment to their persistence and graduation, satisfaction, sense of community, academic and social integration, and academic performance. Researchers have yet to fully address the connection between students identifying…

  1. Socialization to Academic Language in a Kindergarten Classroom

    ERIC Educational Resources Information Center

    Gallagher, Colleen

    2016-01-01

    Recognizing the importance of academic language for students' success in schools, this article reports on an investigation of how narrative-focused literacy events in the classroom provide opportunities for academic language socialization. Data were collected from one public elementary school in a major metropolitan area in the Mid-Atlantic region…

  2. Preschool children's views on emotion regulation: Functional associations and implications for social-emotional adjustment.

    PubMed

    Dennis, Tracy A; Kelemen, Deborah A

    2009-01-01

    Previous studies show that preschool children view negative emotions as susceptible to intentional control. However, the extent of this understanding and links with child social-emotional adjustment are poorly understood. To examine this, 62 3- and 4-year-olds were presented with puppet scenarios in which characters experienced anger, sadness, and fear. Forty-seven adults were presented with a parallel questionnaire. Participants rated the degree to which six emotion-regulation strategies were effective in decreasing negative emotions. Results showed that even the youngest preschoolers viewed cognitive and behavioral distraction and repairing the situation as relatively effective; compared to adults, however, preschoolers favored relatively "ineffective" strategies such as venting and rumination. Children also showed a functional view of emotion regulation; that effective strategies depend on the emotion being regulated. All participants favored repairing a negative situation to reduce anger and behavioral distraction to reduce sadness and fear. Finally, the more children indicated that venting would reduce negative emotions, the lower their maternal report of social skills. Findings are discussed in terms of functional emotion theory and implications of emotion-regulation understanding for child adjustment. PMID:19724663

  3. Empathy in adolescence: Relations with emotion awareness and social roles.

    PubMed

    Rieffe, Carolien; Camodeca, Marina

    2016-09-01

    In this study, we aimed at gaining a better understanding of the individual differences contributing to feelings of empathy in adolescents. Therefore, we examined the extent to which emotion awareness (e.g., recognizing and appreciating one's own and the emotions of others) and a tendency for certain social roles (e.g., helping or teasing peers when being bullied) are related to adolescents' levels of empathy. The sample was comprised of 182 adolescents aged between 11 and 16. Empathy and emotion awareness were assessed using self-report measures. Peer reports were used to indicate adolescents' different social roles: Bullying, defending the victim, and outsider behaviour. Outcomes demonstrated that evaluating one's own and the emotions of others, and more defending nominations were associated with both affective and cognitive empathy, whereas aspects of emotion awareness which are linked with internalizing symptoms were related to empathic distress, suggesting maladaptive emotion appraisal. Furthermore, outsider behaviour was associated with empathic distress, emphasizing a self-focused orientation. In contrast, more bullying was negatively associated with cognitive empathy. Overall, these outcomes demonstrate that, besides social roles, emotion awareness is an important factor for adaptive empathic reactions, whereas emotion dysregulation might cause distress when witnessing the negative feelings of others. PMID:26778274

  4. Peer emotion socialization and somatic complaints in adolescents.

    PubMed

    Parr, Naomi J; Zeman, Janice; Braunstein, Kara; Price, Natalee

    2016-07-01

    Somatic symptoms tend to increase during early adolescence and although youth's social environments and emotional functioning play a role in somatic symptoms, few studies have examined mechanisms through which social interaction could influence youth's somatic wellbeing. Participants were 132 youth (61.6% girls, Mage = 12.61 years, 84.7% Caucasian) and their mothers. Reciprocated best-friend dyads participated in a video-taped problem discussion task to assess peer emotion socialization responses. Two supportive friend responses (i.e., emotion-focused, problem-focused) and two unsupportive responses (i.e., punitive, neglect) were examined. Mothers reported on their child's somatic complaints. Friends who provided emotion-focused, problem-focused, punitive, and neglect responses to their close friend's emotional disclosures had significantly fewer somatic symptoms. However, youth who received punitive responses to their emotional disclosures from their close friends had more somatic complaints. These findings provide initial evidence of a link between emotion socialization responses within close friendships and somatic complaints in early adolescence. PMID:27176784

  5. Uncovering the Links between Prospective Teachers' Personal Responsibility, Academic Optimism, Hope, and Emotions about Teaching: A Mediation Analysis

    ERIC Educational Resources Information Center

    Eren, Altay

    2014-01-01

    Prospective teachers' sense of personal responsibility has not been examined together with their academic optimism, hope, and emotions about teaching in a single study to date. However, to consider hope, academic optimism, and emotions about teaching together with personal responsibility is important to uncover the factors affecting…

  6. Emotional intelligence skills for maintaining social networks in healthcare organizations.

    PubMed

    Freshman, Brenda; Rubino, Louis

    2004-01-01

    For healthcare organizations to survive in these increasingly challenging times, leadership and management must face mounting interpersonal concerns. The authors present the boundaries of internal and external social networks with respect to leadership and managerial functions: Social networks within the organization are stretched by reductions in available resources and structural ambiguity, whereas external social networks are stressed by interorganizational competitive pressures. The authors present the development of emotional intelligence skills in employees as a strategic training objective that can strengthen the internal and external social networks of healthcare organizations. The authors delineate the unique functions of leadership and management with respect to the application of emotional intelligence skills and discuss training and future research implications for emotional intelligence skill sets and social networks.

  7. Social Cognition as Reinforcement Learning: Feedback Modulates Emotion Inference.

    PubMed

    Zaki, Jamil; Kallman, Seth; Wimmer, G Elliott; Ochsner, Kevin; Shohamy, Daphna

    2016-09-01

    Neuroscientific studies of social cognition typically employ paradigms in which perceivers draw single-shot inferences about the internal states of strangers. Real-world social inference features much different parameters: People often encounter and learn about particular social targets (e.g., friends) over time and receive feedback about whether their inferences are correct or incorrect. Here, we examined this process and, more broadly, the intersection between social cognition and reinforcement learning. Perceivers were scanned using fMRI while repeatedly encountering three social targets who produced conflicting visual and verbal emotional cues. Perceivers guessed how targets felt and received feedback about whether they had guessed correctly. Visual cues reliably predicted one target's emotion, verbal cues predicted a second target's emotion, and neither reliably predicted the third target's emotion. Perceivers successfully used this information to update their judgments over time. Furthermore, trial-by-trial learning signals-estimated using two reinforcement learning models-tracked activity in ventral striatum and ventromedial pFC, structures associated with reinforcement learning, and regions associated with updating social impressions, including TPJ. These data suggest that learning about others' emotions, like other forms of feedback learning, relies on domain-general reinforcement mechanisms as well as domain-specific social information processing. PMID:27167401

  8. Emotional Experience Predicts Social Adjustment Independent of Neurocognition and Social Cognition in Schizophrenia

    PubMed Central

    Tso, Ivy F.; Grove, Tyler B.; Taylor, Stephan F.

    2009-01-01

    Background Emotion abnormalities are prominent features of schizophrenia. While the capacity for emotions is essential to social adaptation, little is known about the role of emotional experience in the social dysfunction observed in schizophrenia. Objective This study examined the contribution of emotional experience, neurocognition, and social cognition to functional outcome in schizophrenia. Method Self-reported emotional experience (anhedonia, affect intensity, emotion frequency) was assessed in 33 stable schizophrenic/schizoaffective patients and 33 healthy controls. Symptoms, neurocognition, social cognition, and functional outcome were also assessed. Results Patients and controls exhibited good internal reliability on all self-report scales, except for negative affect intensity. Patients reported equally intense but less frequent positive emotions, more intense and frequent negative emotions, and more anhedonia. Results of hierarchical regression analyses showed that emotional experience accounted for significant amounts of variance of social adjustment independent of neurocognition and social cognition. Conclusion These data show that emotional experience can be reliably assessed and is an important determinant of functional outcome in schizophrenia. PMID:20051314

  9. Social theory and the cognitive-emotional brain.

    PubMed

    Verweij, Marco; Senior, Timothy J

    2015-01-01

    Pessoa's (2013) arguments imply that various leading approaches in the social sciences have not adequately conceptualized how emotion and cognition influence human decision making and social behavior. This is particularly unfortunate, as these approaches have been central to the efforts to build bridges between neuroscience and the social sciences. We argue that it would be better to base these efforts on other social theories that appear more compatible with Pessoa's analysis of the brain.

  10. Assessing the relationship between perceived emotional intelligence and academic performance of medical students

    NASA Astrophysics Data System (ADS)

    Rajasingam, Uma; Suat-Cheng, Peh; Aung, Thidar; Dipolog-Ubanan, Genevieve; Wei, Wee Kok

    2014-12-01

    This study examines the association between emotional intelligence and its influence on academic performance on medical students to see if emotional intelligence emerges as a significant influencer of academic achievement. The instrument used is the Trait-Meta Mood Scale (TMMS), a 30-item self-report questionnaire designed to measure an individual's perceived emotional intelligence (PEI). Participants are required to rate the extent to which they agree with each item on a 5-point Likert scale. The TMMS consists of three subscales - Attention to Feelings (which measures the extent to which individuals notice and think about their feelings, Clarity (which measures the extent to which an individual is able to discriminate among different moods) and Mood Repair (related to an individual's ability to repair/terminate negative moods or maintain pleasant ones). Of special interest is whether high scores in the Clarity and Repair subscales correlate positively with academic performance, and whether high scores on the Attention subscale, without correspondingly high scores in the Clarity and Mood Repair subscales, correlates negatively with academic performance. Sample population includes all medical students (Years 1-5) of the MD program in UCSI University, Malaysia. Preliminary analysis indicates no significant relationship between overall TMMS scores and academic performance; however, the Attention subscale is significantly correlated to academic performance. Therefore even though PEI has to be ruled out as an influencer on academic performance for this particular sample, the fact that Attention has a significant relationship with academic performance may give some insight into the factors that possibly influence medical students' academic performance.

  11. Emotional responses during social information seeking on Facebook.

    PubMed

    Wise, Kevin; Alhabash, Saleem; Park, Hyojung

    2010-10-01

    Based on existing research on social networking and information seeking, it was proposed that Facebook.com use could be conceptualized as serving two primary goals: passive social browsing (i.e., newsfeeds) and extractive social searching (i.e., friends' profiles). This study explored whether these categories adequately reflect Facebook use and whether they moderate physiological indicators of emotion. Thirty-six participants navigated Facebook.com while their on-screen activity and physiological responses associated with motivation and emotion were recorded. Results showed that the majority of screens encountered during Facebook use could be categorized as devoted to social browsing or social searching. Participants spent more time on social browsing than they spent on social searching. Skin-conductance data indicated that sympathetic activation diminished during the course of both social browsing and social searching. Facial EMG data indicated that participants experienced more pleasantness during the course of social searching than they experienced during social browsing. These results are discussed in terms of existing social-networking research and an evaluative space model of emotion. PMID:20950180

  12. The Emotional, Physical, and Academic Impact of Living with Terror.

    ERIC Educational Resources Information Center

    O'Connell, April; Grunder, Patricia

    2003-01-01

    Describes a study conducted in Florida after five students were murdered by a serial killer. The study examined emotional and physical consequences of living with anxiety and fear for an entire term. Students who were 24 and younger and lived in the zone where the murders were committed were more seriously impacted, and had lower GPAs. (Contains…

  13. Scale of Academic Emotion in Science Education: Development and Validation

    ERIC Educational Resources Information Center

    Chiang, Wen-Wei; Liu, Chia-Ju

    2014-01-01

    Contemporary research into science education has generally been conducted from the perspective of "conceptual change" in learning. This study sought to extend previous work by recognizing that human rationality can be influenced by the emotions generated by the learning environment and specific actions related to learning. Methods used…

  14. Parent Emotion Representations and the Socialization of Emotion Regulation in the Family

    ERIC Educational Resources Information Center

    Meyer, Sara; Raikes, H. Abigail; Virmani, Elita A.; Waters, Sara; Thompson, Ross A.

    2014-01-01

    There is considerable knowledge of parental socialization processes that directly and indirectly influence the development of children's emotion self-regulation, but little understanding of the specific beliefs and values that underlie parents' socialization approaches. This study examined multiple aspects of parents' self-reported…

  15. Toddlers' Social-Emotional Competence in the Contexts of Maternal Emotion Socialization and Contingent Responsiveness in a Low-Income Sample

    ERIC Educational Resources Information Center

    Brophy-Herb, Holly E.; Schiffman, Rachel F.; Bocknek, Erika London; Dupuis, Sara B.; Fitzgerald, Hiram E.; Horodynski, Mildred; Onaga, Esther; Van Egeren, Laurie A.; Hillaker, Barbara

    2011-01-01

    Early social-emotional development occurs in the context of parenting, particularly via processes such as maternal emotion socialization and parent-child interactions. Results from structural equation modeling indicated that maternal contingent responsiveness partially mediated the relationship between maternal emotion socialization of toddlers (N…

  16. The effect of toddler emotion regulation on maternal emotion socialization: Moderation by toddler gender.

    PubMed

    Premo, Julie E; Kiel, Elizabeth J

    2014-08-01

    Although developmental research continues to connect parenting behaviors with child outcomes, it is critical to examine how child behaviors influence parenting behaviors. Given the emotional, cognitive, and social costs of maladaptive parenting, it is vital to understand the factors that influence maternal socialization behaviors. The current study examined children's observed emotion regulatory behaviors in two contexts (low-threat and high-threat novelty) as one influence. Mother-child dyads (n = 106) with toddlers of 24 months of age participated in novelty episodes from which toddler emotion regulation behaviors (i.e., caregiver-focused, attention, and self-soothing) were coded, and mothers reported their use of emotion socialization strategies when children were 24 and 36 months. We hypothesized that gender-specific predictive relations would occur, particularly from regulatory behaviors in the low-threat contexts. Gender moderated the relation between caregiver-focused emotion regulation in low-threat contexts and nonsupportive emotion socialization. Results from the current study inform the literature on the salience of child-elicited effects on the parent-child relationship. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  17. The Effect of Toddler Emotion Regulation on Maternal Emotion Socialization: Moderation by Toddler Gender

    PubMed Central

    Premo, Julie E.; Kiel, Elizabeth J.

    2014-01-01

    Although developmental research continues to connect parenting behaviors with child outcomes, it is critical to examine how child behaviors influence parenting behaviors. Given the emotional, cognitive, and social costs of maladaptive parenting, it is vital to understand the factors that influence maternal socialization behaviors. The current study examines children’s observed emotion regulatory behaviors in two contexts (low-threat and high-threat novelty) as one influence. Mother-child dyads (n = 106) with toddlers of 24 months of age participated in novelty episodes from which toddler emotion regulation behaviors (caregiver-focused, attention, and self-soothing) were coded, and mothers reported their use of emotion socialization strategies when children were 24 and 36 months. We hypothesized that gender-specific predictive relations would occur, particularly from regulatory behaviors in the low-threat contexts. Gender moderated the relation between caregiver-focused emotion regulation in low-threat contexts and non-supportive emotion socialization. Results from the current study inform the literature on the salience of child-elicited effects on the parent-child relationship. PMID:24821395

  18. Effects of the Subliminal Stimulation of Symbiotic Fantasies on the Academic Performance of Emotionally Handicapped Students.

    ERIC Educational Resources Information Center

    Bryant-Tuckett, Rose; Silverman, Lloyd H.

    1984-01-01

    Compared emotionally disturbed adolescents (N=64) who were divided into experimental and control groups and exposed to a subliminal stimulus. Experimental subjects exposed to the phrase "Mommy and I are one" showed greater academic achievement and adaptive functioning at the end of the six-week treatment. (JAC)

  19. The Role of Emotional Intelligence in the Decision to Persist with Academic Studies in HE

    ERIC Educational Resources Information Center

    Qualter, Pamela; Whiteley, Helen; Morley, Andy; Dudiak, Helen

    2009-01-01

    Failure to adapt to the demands of higher education (HE) is often cited as a cause of withdrawal from the course. Parker and others (Parker, J.D.A., L.J. Summerfeldt, M.J. Hogan, and S.A. Majeski. 2004. "Emotional intelligence and academic success: Examining the transition from high school to university." "Personality and Individual Differences"…

  20. The Score Difference of Emotional Intelligence among Engineering Students at Different Levels of Academic Year

    ERIC Educational Resources Information Center

    Saibani, Nizaroyani; Sabtu, Idham; Muhamad, Norhamidi; Wahab, Dzuraidah Abd.; Sahari, Ja'afar

    2013-01-01

    The number of students from the under-graduate level who have successfully completed their studies is on the increase every year. In the selection process for the best employee-candidate, employers have to take into consideration several factors other than academic excellence, including values that depict EQ or emotional intelligence. This study…

  1. Exploring the Value of Emotional Intelligence: A Means to Improve Academic Performance

    ERIC Educational Resources Information Center

    Jaeger, Audrey J.; Eagan, M. Kevin

    2007-01-01

    The academic model of success in higher education often neglects the role of noncognitive variables, including Emotional Intelligence (EI). As higher education educators turn their attention to learning, scholars are focusing on the role of EI and other noncognitive variables in enhancing learning. Although learning takes place both inside and…

  2. The Influence of Emotional Intelligence on Academic Progress and Achievement in UK University Students

    ERIC Educational Resources Information Center

    Pope, Debbie; Roper, Claire; Qualter, Pamela

    2012-01-01

    Previous research has found relationships between higher levels of emotional intelligence (EI) and academic success in both adolescents and adults. This study examines the relationship between overall EI and specific EI competencies in 135 undergraduate psychology students in the UK. EI was measured at the start of a psychology degree course using…

  3. The Emotional Intelligence, Moral Judgment, and Leadership of Academically Gifted Adolescents

    ERIC Educational Resources Information Center

    Lee, Seon-Young; Olszewski-Kubilius, Paula

    2006-01-01

    Using 3 psychological scales, this study examined the level of emotional intelligence, moral judgment, and leadership of more than 200 gifted high school students who participated in an accelerative academic program or an enrichment leadership program through a university-based gifted institute. Major findings include that on emotional…

  4. Mother-Adolescent Language Proficiency and Adolescent Academic and Emotional Adjustment among Chinese American Families

    ERIC Educational Resources Information Center

    Liu, Lisa L.; Benner, Aprile D.; Lau, Anna S.; Kim, Su Yeong

    2009-01-01

    This study examined the role of adolescents' and mothers' self-reports of English and heritage language proficiency in youth's academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who…

  5. Emotional Design in Multimedia: Does Gender and Academic Achievement Influence Learning Outcomes?

    ERIC Educational Resources Information Center

    Kumar, Jeya Amantha; Muniandy, Balakrishnan; Yahaya, Wan Ahmad Jaafar Wan

    2016-01-01

    This study was designed as a preliminary study (N = 33) to explore the effects of gender and academic achievement (Cumulative Grade Point Average-CGPA) on polytechnic students' learning outcomes when exposed to Multimedia Learning Environments (MLE) designed to induce emotions. Three designs namely positive (PosD), neutral (NeuD) and negative…

  6. The Role of Emotional Intelligence in the Academic Success of United Arab Emirates University Students

    ERIC Educational Resources Information Center

    Ahammed, Shaima; Abdullah, Abdullah S.; Hassane, Sofoh H.

    2011-01-01

    Psycho-educational researchers have often suggested that Emotional Intelligence (EI) is critical to academic success (Drago, 2004; La Civita, 2003), yet there is hardly any research that has ever addressed the question in the United Arab Emirates (UAE). The purpose of this study was to examine the relationship between EI as conceptualized by Mayer…

  7. An Investigation of Academic Procrastination, Locus of Control, and Emotional Intelligence

    ERIC Educational Resources Information Center

    Deniz, M. Engin; Tras, Zeliha; Aydogan, Didem

    2009-01-01

    In this research, the effects of emotional intelligence on the academic procrastination and locus of control tendencies of a group of university students are investigated. The sample of this study consists of 435 university students including 273 female students and 162 male students who were randomly selected from the population of Selcuk…

  8. Children's Emotional Expressivity and Teacher Perceptions of Social Competence

    ERIC Educational Resources Information Center

    Louie, Jennifer Yu; Wang, Shu-wen; Fung, Joey; Lau, Anna

    2015-01-01

    Previous research suggests that adult perceptions of children's social competence may vary depending on the socialization goals in a given cultural context. There is also ample evidence of cultural differences in values concerning emotional display, with East Asian collectivistic contexts favoring restraint and Western individualistic contexts…

  9. The Relationship between Puberty and Social Emotion Processing

    ERIC Educational Resources Information Center

    Goddings, Anne-Lise; Burnett Heyes, Stephanie; Bird, Geoffrey; Viner, Russell M.; Blakemore, Sarah-Jayne

    2012-01-01

    The social brain undergoes developmental change during adolescence, and pubertal hormones are hypothesized to contribute to this development. We used fMRI to explore how pubertal indicators (salivary concentrations of testosterone, oestradiol and DHEA; pubertal stage; menarcheal status) relate to brain activity during a social emotion task.…

  10. Varieties of Childhood Bullying: Values, Emotion Processes and Social Competence.

    ERIC Educational Resources Information Center

    Arsenio, William F.; Lemerise, Elizabeth A.

    2001-01-01

    Summarizes the main debate points on the issue and nature of bullies and bullying, and clarifies unresolved issues concerning the nature and limits of social competence values. Argues that variations in children's emotion processes may underlie some individual differences that have been found in empathy, social information processing, and reactive…

  11. Exploring the neurological substrate of emotional and social intelligence.

    PubMed

    Bar-On, Reuven; Tranel, Daniel; Denburg, Natalie L; Bechara, Antoine

    2003-08-01

    The somatic marker hypothesis posits that deficits in emotional signalling (somatic states) lead to poor judgment in decision-making, especially in the personal and social realms. Similar to this hypothesis is the concept of emotional intelligence, which has been defined as an array of emotional and social abilities, competencies and skills that enable individuals to cope with daily demands and be more effective in their personal and social life. Patients with lesions to the ventromedial (VM) prefrontal cortex have defective somatic markers and tend to exercise poor judgment in decision-making, which is especially manifested in the disadvantageous choices they typically make in their personal lives and in the ways in which they relate with others. Furthermore, lesions to the amygdala or insular cortices, especially on the right side, also compromise somatic state activation and decision-making. This suggests that the VM, amygdala and insular regions are part of a neural system involved in somatic state activation and decision-making. We hypothesized that the severe impairment of these patients in real-life decision-making and an inability to cope effectively with environmental and social demands would be reflected in an abnormal level of emotional and social intelligence. Twelve patients with focal, stable bilateral lesions of the VM cortex or with right unilateral lesions of the amygdala or the right insular cortices, were tested on the Emotional Quotient Inventory (EQ-i), a standardized psychometric measure of various aspects of emotional and social intelligence. We also examined these patients with various other procedures designed to measure decision-making (the Gambling Task), social functioning, as well as personality changes and psychopathology; standardized neuropsychological tests were applied to assess their cognitive intelligence, executive functioning, perception and memory as well. Their results were compared with those of 11 patients with focal

  12. Functional networks in emotional moral and nonmoral social judgments.

    PubMed

    Moll, Jorge; de Oliveira-Souza, Ricardo; Bramati, Ivanei E; Grafman, Jordan

    2002-07-01

    Reading daily newspaper articles often evokes opinions and social judgments about the characters and stories. Social and moral judgments rely on the proper functioning of neural circuits concerned with complex cognitive and emotional processes. To examine whether dissociable neural systems mediate emotionally charged moral and nonmoral social judgments, we used a visual sentence verification task in conjunction with functional magnetic resonance imaging (fMRI). We found that a network comprising the medial orbitofrontal cortex, the temporal pole and the superior temporal sulcus of the left hemisphere was specifically activated by moral judgments. In contrast, judgment of emotionally evocative, but non-moral statements activated the left amygdala, lingual gyri, and the lateral orbital gyrus. These findings provide new evidence that the orbitofrontal cortex has dedicated subregions specialized in processing specific forms of social behavior. PMID:12169253

  13. A Mixed-Method Examination of Preschool Teacher Beliefs about Social-Emotional Learning and Relations to Observed Emotional Support

    ERIC Educational Resources Information Center

    Zinsser, Katherine M.; Shewark, Elizabeth A.; Denham, Susanne A.; Curby, Timothy W.

    2014-01-01

    The connections between parents' socialization practices and beliefs about emotions, and children's emotional development have been well studied; however, teachers' impacts on children's social-emotional learning (SEL) remain widely understudied. In the present study, private preschool and Head Start teachers (N?=?32) were…

  14. Going for Goals: An Evaluation of a Short, Social-Emotional Intervention for Primary School Children

    ERIC Educational Resources Information Center

    Humphrey, Neil; Kalambouka, Afroditi; Wigelsworth, Michael; Lendrum, Ann

    2010-01-01

    We report on an effectiveness trial of a short, social-emotional intervention called "Going for Goals", developed as part of the primary social and emotional aspects of learning (SEAL) programme in England. Our aim was to investigate the impact of Going for Goals on childrens' social and emotional skills, behaviour and emotional well-being. The…

  15. Improving the power of an efficacy study of a social and emotional learning program: application of generalizability theory to the measurement of classroom-level outcomes.

    PubMed

    Mashburn, Andrew J; Downer, Jason T; Rivers, Susan E; Brackett, Marc A; Martinez, Andres

    2014-04-01

    Social and emotional learning programs are designed to improve the quality of social interactions in schools and classrooms in order to positively affect students' social, emotional, and academic development. The statistical power of group randomized trials to detect effects of social and emotional learning programs and other preventive interventions on setting-level outcomes is influenced by the reliability of the outcome measure. In this paper, we apply generalizability theory to an observational measure of the quality of classroom interactions that is an outcome in a study of the efficacy of a social and emotional learning program called The Recognizing, Understanding, Labeling, Expressing, and Regulating emotions Approach. We estimate multiple sources of error variance in the setting-level outcome and identify observation procedures to use in the efficacy study that most efficiently reduce these sources of error. We then discuss the implications of using different observation procedures on both the statistical power and the monetary costs of conducting the efficacy study.

  16. What Affects Academic Functioning in Secondary Special Education Students with Serious Emotional and/or Behavioral Problems?

    ERIC Educational Resources Information Center

    Mattison, Richard E.; Blader, Joseph C.

    2013-01-01

    Concern is growing over the limited academic progress in special education students with emotional and/or behavioral disorders (EBD). We know little about how academic and behavioral factors interact in these students to affect their academic functioning. Therefore, potential associations were investigated over the course of one school year for…

  17. Becoming Dean: Selection and Socialization Processes of an Academic Leader

    ERIC Educational Resources Information Center

    Enomoto, Ernestine; Matsuoka, Jon

    2007-01-01

    In this qualitative case study, we offer an insider's perspective on the selection and socialization processes of an academic leader. The primary method of data collection was through a series of interviews with the candidate over a five-year period. Analysis drew from an organizational socialization model devised by Saks and Ashforth, which…

  18. Depressive Mood and Social Maladjustment: Differential Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Aluja, Anton; Blanch, Angel

    2004-01-01

    The Children Depression Inventory (CDI) is a multidimensional instrument that includes items of social withdrawal, anhedonia, asthenia, low self-esteem (internalized) and behavioral problems (externalized). Child depression has been related with low academic achievement, neurotic and introverted personality traits and social maladjustment defined…

  19. Academic English Socialization through Individual Networks of Practice

    ERIC Educational Resources Information Center

    Zappa-Hollman, Sandra; Duff, Patricia A.

    2015-01-01

    This article introduces the notion of individual network of practice (INoP) as a viable construct for analyzing academic (discourse) socialization in second language (L2) contexts. The authors provide an overview of social practice theories that have informed the development of INoP--community of practice (CoP; Lave & Wenger, 1991; Wenger,…

  20. Primary prevention: educational approaches to enhance social and emotional learning.

    PubMed

    Elias, M J; Weissberg, R P

    2000-05-01

    The 1995 publication of Goleman's Emotional Intelligence triggered a revolution in mental health promotion. Goleman's examination of Gardner's work on multiple intelligences and current brain research, and review of successful programs that promoted emotional health, revealed a common objective among those working to prevent specific problem behaviors: producing knowledgeable, responsible, nonviolent, and caring individuals. Advances in research and field experiences confirm that school-based programs that promote social and emotional learning (SEL) in children can be powerful in accomplishing these goals. This article reviews the work of the Collaborative to Advance Social and Emotional Learning (CASEL), its guidelines for promoting mental health in children and youth based on SEL, key principles, and examples of exemplary programs.

  1. Positive emotions and the social broadening effects of Barack Obama.

    PubMed

    Ong, Anthony D; Burrow, Anthony L; Fuller-Rowell, Thomas E

    2012-10-01

    Past experiments have demonstrated that the cognitive broadening produced by positive emotions may extend to social contexts. Building on this evidence, we hypothesized that positive emotions triggered by thinking about Barack Obama may broaden and expand people's sense of self to include others. Results from an expressive-writing study demonstrated that African American college students prompted to write about Obama immediately prior to and after the 2008 presidential election used more plural self-references, fewer other-references, and more social references. Mediation analyses revealed that writing about Obama increased positive emotions, which in turn increased the likelihood that people thought in terms of more-inclusive superordinate categories (we and us rather than they and them). Implications of these findings for the role of positive emotions in perspective-taking and intergroup relations are considered.

  2. Positive emotions and the social broadening effects of Barack Obama.

    PubMed

    Ong, Anthony D; Burrow, Anthony L; Fuller-Rowell, Thomas E

    2012-10-01

    Past experiments have demonstrated that the cognitive broadening produced by positive emotions may extend to social contexts. Building on this evidence, we hypothesized that positive emotions triggered by thinking about Barack Obama may broaden and expand people's sense of self to include others. Results from an expressive-writing study demonstrated that African American college students prompted to write about Obama immediately prior to and after the 2008 presidential election used more plural self-references, fewer other-references, and more social references. Mediation analyses revealed that writing about Obama increased positive emotions, which in turn increased the likelihood that people thought in terms of more-inclusive superordinate categories (we and us rather than they and them). Implications of these findings for the role of positive emotions in perspective-taking and intergroup relations are considered. PMID:22905966

  3. Primary prevention: educational approaches to enhance social and emotional learning.

    PubMed

    Elias, M J; Weissberg, R P

    2000-05-01

    The 1995 publication of Goleman's Emotional Intelligence triggered a revolution in mental health promotion. Goleman's examination of Gardner's work on multiple intelligences and current brain research, and review of successful programs that promoted emotional health, revealed a common objective among those working to prevent specific problem behaviors: producing knowledgeable, responsible, nonviolent, and caring individuals. Advances in research and field experiences confirm that school-based programs that promote social and emotional learning (SEL) in children can be powerful in accomplishing these goals. This article reviews the work of the Collaborative to Advance Social and Emotional Learning (CASEL), its guidelines for promoting mental health in children and youth based on SEL, key principles, and examples of exemplary programs. PMID:10900595

  4. Social phobics do not misinterpret facial expression of emotion.

    PubMed

    Philippot, Pierre; Douilliez, Céline

    2005-05-01

    Attentional biases in the processing of threatening facial expressions in social anxiety are well documented. It is generally assumed that these attentional biases originate in an evaluative bias: socially threatening information would be evaluated more negatively by socially anxious individuals. However, three studies have failed to evidence a negative evaluative bias in the processing of emotional facial expression (EFE) in socially anxious individuals. These studies however suffer from several methodological limitations that the present study has attempted to overcome. Twenty-one out-patients diagnosed with generalized social phobia have been compared to 20 out-patients diagnosed with another anxiety disorder and with 39 normal controls matched for gender, age and level of education. They had to decode on seven emotion intensity scales a set of 40 EFE whose intensity and emotional nature were manipulated. Although sufficient statistical power was ensured, no differences among groups could be found in terms of decoding accuracy, attributed emotion intensity, or reported difficulty of the task. Based on these findings as well as on other evidences, we propose that, if they exist, evaluative biases in social anxiety should be implicit and automatic and that they might be determined by the relevance of the stimulus to the person's concern rather than by the stimulus valence. The implications of these findings for the interpersonal processes involved in social phobia are discussed. PMID:15865918

  5. The embodiment of emotion: language use during the feeling of social emotions predicts cortical somatosensory activity

    PubMed Central

    Saxbe, Darby E.; Yang, Xiao-Fei; Borofsky, Larissa A.

    2013-01-01

    Complex social emotions involve both abstract cognitions and bodily sensations, and individuals may differ on their relative reliance on these. We hypothesized that individuals’ descriptions of their feelings during a semi-structured emotion induction interview would reveal two distinct psychological styles—a more abstract, cognitive style and a more body-based, affective style—and that these would be associated with somatosensory neural activity. We examined 28 participants’ open-ended verbal responses to admiration- and compassion-provoking narratives in an interview and BOLD activity to the same narratives during subsequent functional magnetic resonance imaging scanning. Consistent with hypotheses, individuals’ affective and cognitive word use were stable across emotion conditions, negatively correlated and unrelated to reported emotion strength in the scanner. Greater use of affective relative to cognitive words predicted more activation in SI, SII, middle anterior cingulate cortex and insula during emotion trials. The results suggest that individuals’ verbal descriptions of their feelings reflect differential recruitment of neural regions supporting physical body awareness. Although somatosensation has long been recognized as an important component of emotion processing, these results offer ‘proof of concept’ that individual differences in open-ended speech reflect different processing styles at the neurobiological level. This study also demonstrates SI involvement during social emotional experience. PMID:22798396

  6. Emotion Socialization in Anxious Youth: Parenting Buffers Emotional Reactivity to Peer Negative Events.

    PubMed

    Oppenheimer, Caroline W; Ladouceur, Cecile D; Waller, Jennifer M; Ryan, Neal D; Allen, Kristy Benoit; Sheeber, Lisa; Forbes, Erika E; Dahl, Ronald E; Silk, Jennifer S

    2016-10-01

    Anxious youth exhibit heightened emotional reactivity, particularly to social-evaluative threat, such as peer evaluation and feedback, compared to non-anxious youth. Moreover, normative developmental changes during the transition into adolescence may exacerbate emotional reactivity to peer negative events, particularly for anxious youth. Therefore, it is important to investigate factors that may buffer emotional reactivity within peer contexts among anxious youth. The current study examined the role of parenting behaviors in child emotional reactivity to peer and non-peer negative events among 86 anxious youth in middle childhood to adolescence (Mean age = 11.29, 54 % girls). Parenting behavior and affect was observed during a social-evaluative laboratory speech task for youth, and ecological momentary assessment (EMA) methods were used to examine youth emotional reactivity to typical daily negative events within peer and non-peer contexts. Results showed that parent positive behaviors, and low levels of parent anxious affect, during the stressful laboratory task for youth buffered youth negative emotional reactivity to real-world negative peer events, but not non-peer events. Findings inform our understanding of parenting influences on anxious youth's emotional reactivity to developmentally salient negative events during the transition into adolescence. PMID:26783026

  7. The embodiment of emotion: language use during the feeling of social emotions predicts cortical somatosensory activity.

    PubMed

    Saxbe, Darby E; Yang, Xiao-Fei; Borofsky, Larissa A; Immordino-Yang, Mary Helen

    2013-10-01

    Complex social emotions involve both abstract cognitions and bodily sensations, and individuals may differ on their relative reliance on these. We hypothesized that individuals' descriptions of their feelings during a semi-structured emotion induction interview would reveal two distinct psychological styles-a more abstract, cognitive style and a more body-based, affective style-and that these would be associated with somatosensory neural activity. We examined 28 participants' open-ended verbal responses to admiration- and compassion-provoking narratives in an interview and BOLD activity to the same narratives during subsequent functional magnetic resonance imaging scanning. Consistent with hypotheses, individuals' affective and cognitive word use were stable across emotion conditions, negatively correlated and unrelated to reported emotion strength in the scanner. Greater use of affective relative to cognitive words predicted more activation in SI, SII, middle anterior cingulate cortex and insula during emotion trials. The results suggest that individuals' verbal descriptions of their feelings reflect differential recruitment of neural regions supporting physical body awareness. Although somatosensation has long been recognized as an important component of emotion processing, these results offer 'proof of concept' that individual differences in open-ended speech reflect different processing styles at the neurobiological level. This study also demonstrates SI involvement during social emotional experience. PMID:22798396

  8. The embodiment of emotion: language use during the feeling of social emotions predicts cortical somatosensory activity.

    PubMed

    Saxbe, Darby E; Yang, Xiao-Fei; Borofsky, Larissa A; Immordino-Yang, Mary Helen

    2013-10-01

    Complex social emotions involve both abstract cognitions and bodily sensations, and individuals may differ on their relative reliance on these. We hypothesized that individuals' descriptions of their feelings during a semi-structured emotion induction interview would reveal two distinct psychological styles-a more abstract, cognitive style and a more body-based, affective style-and that these would be associated with somatosensory neural activity. We examined 28 participants' open-ended verbal responses to admiration- and compassion-provoking narratives in an interview and BOLD activity to the same narratives during subsequent functional magnetic resonance imaging scanning. Consistent with hypotheses, individuals' affective and cognitive word use were stable across emotion conditions, negatively correlated and unrelated to reported emotion strength in the scanner. Greater use of affective relative to cognitive words predicted more activation in SI, SII, middle anterior cingulate cortex and insula during emotion trials. The results suggest that individuals' verbal descriptions of their feelings reflect differential recruitment of neural regions supporting physical body awareness. Although somatosensation has long been recognized as an important component of emotion processing, these results offer 'proof of concept' that individual differences in open-ended speech reflect different processing styles at the neurobiological level. This study also demonstrates SI involvement during social emotional experience.

  9. Emotion Socialization in Anxious Youth: Parenting Buffers Emotional Reactivity to Peer Negative Events.

    PubMed

    Oppenheimer, Caroline W; Ladouceur, Cecile D; Waller, Jennifer M; Ryan, Neal D; Allen, Kristy Benoit; Sheeber, Lisa; Forbes, Erika E; Dahl, Ronald E; Silk, Jennifer S

    2016-10-01

    Anxious youth exhibit heightened emotional reactivity, particularly to social-evaluative threat, such as peer evaluation and feedback, compared to non-anxious youth. Moreover, normative developmental changes during the transition into adolescence may exacerbate emotional reactivity to peer negative events, particularly for anxious youth. Therefore, it is important to investigate factors that may buffer emotional reactivity within peer contexts among anxious youth. The current study examined the role of parenting behaviors in child emotional reactivity to peer and non-peer negative events among 86 anxious youth in middle childhood to adolescence (Mean age = 11.29, 54 % girls). Parenting behavior and affect was observed during a social-evaluative laboratory speech task for youth, and ecological momentary assessment (EMA) methods were used to examine youth emotional reactivity to typical daily negative events within peer and non-peer contexts. Results showed that parent positive behaviors, and low levels of parent anxious affect, during the stressful laboratory task for youth buffered youth negative emotional reactivity to real-world negative peer events, but not non-peer events. Findings inform our understanding of parenting influences on anxious youth's emotional reactivity to developmentally salient negative events during the transition into adolescence.

  10. Social learning modulates the lateralization of emotional valence.

    PubMed

    Shamay-Tsoory, Simone G; Lavidor, Michal; Aharon-Peretz, Judith

    2008-08-01

    Although neuropsychological studies of lateralization of emotion have emphasized valence (positive vs. negative) or type (basic vs. complex) dimensions, the interaction between the two dimensions has yet to be elucidated. The purpose of the current study was to test the hypothesis that recognition of basic emotions is processed preferentially by the right prefrontal cortex (PFC), whereas recognition of complex social emotions is processed preferentially by the left PFC. Experiment 1 assessed the ability of healthy controls and patients with right and left PFC lesions to recognize basic and complex emotions. Experiment 2 modeled the patient's data of Experiment 1 on healthy participants under lateralized displays of the emotional stimuli. Both experiments support the Type as well as the Valence Hypotheses. However, our findings indicate that the Valence Hypothesis holds for basic but less so for complex emotions. It is suggested that, since social learning overrules the basic preference of valence in the hemispheres, the processing of complex emotions in the hemispheres is less affected by valence. PMID:18343548

  11. "Making the child understand:" socialization of emotion in urban India.

    PubMed

    Raval, Vaishali V; Martini, Tanya S

    2011-12-01

    Using a combination of quantitative and qualitative methods, this study examined mothers' socialization of child emotion in suburban middle-class families in Gujarat, India. In particular, a community sample of 602 children, 6 to 8 years, was screened for emotional/behavioral problems using a parent-report measure standardized with this population. Based on the screening, four groups of children were formed: those with internalizing problems (n = 31), externalizing problems (n = 32), and somatic complaints (n = 25), and an asymptomatic control group (n = 32). Mothers of children across groups completed a previously pilot-tested, forced-choice, self-report questionnaire of their emotions and behaviors in response to their children's anger, sadness, and physical pain, and an individual open-ended interview further exploring their socialization behaviors, immediate goals, and expectations from their children. Quantitative data revealed that mothers of children in internalizing, externalizing, and somatic complaints groups reported more negative emotions (anger, disappointment, embarrassment, restlessness) and punitive/ minimizing behaviors than the control group, with the somatic-complaints group also reporting less sympathy and emotion-/ problem-focused behaviors than the control group. Qualitative data provided a culturally grounded overarching framework to understand emotion socialization in this sample, and suggested variation across groups with respect to the type of mothers' behaviors, along with expectations for appropriate behavior.

  12. Counseling Gifted African American Students: Promoting Achievement, Identity, and Social and Emotional Well-Being. Counseling Research-Based Decision Making Series 9506.

    ERIC Educational Resources Information Center

    Ford, Donna Y.

    This monograph attempts to bridge the fields of education and counseling, focusing on the academic, social and emotional, and psychological concerns of gifted African American students. Also discussed are gender issues between African American males and females relative to social and educational variables; barriers to counseling for African…

  13. Young children's reasoning about the effects of emotional and physiological states on academic performance.

    PubMed

    Amsterlaw, Jennifer; Lagattuta, Kristin Hansen; Meltzoff, Andrew N

    2009-01-01

    This study assessed young children's understanding of the effects of emotional and physiological states on cognitive performance. Five, 6-, 7-year-olds, and adults (N= 96) predicted and explained how children experiencing a variety of physiological and emotional states would perform on academic tasks. Scenarios included: (a) negative and positive emotions, (b) negative and positive physiological states, and (c) control conditions. All age groups understood the impairing effects of negative emotions and physiological states. Only 7-year-olds, however, showed adult-like reasoning about the potential enhancing effects of positive internal states and routinely cited cognitive mechanisms to explain how internal states affect performance. These results shed light on theory-of-mind development and also have significance for children's everyday school success.

  14. African American parents' racial and emotion socialization profiles and young adults' emotional adaptation.

    PubMed

    Dunbar, Angel S; Perry, Nicole B; Cavanaugh, Alyson M; Leerkes, Esther M

    2015-07-01

    The current study aimed to identify parents' profiles of racial and emotion socialization practices, to determine if these profiles vary as a function of family income and young adult child gender, and to examine their links with young adults' emotional adaptation. Participants included 192 African American young adults (70% women) who ranged in age from 18 to 24 years (M = 19.44 years). Four maternal profiles emerged: cultural-supportive (high cultural socialization and supportive responses to children's negative emotions), moderate bias preparation (moderate preparation for bias, promotion of mistrust, and nonsupportive responses to negative emotions), high bias preparation (high preparation for bias, promotion of mistrust, and nonsupportive responses), and low engaged (low across racial and socialization constructs). Three paternal profiles emerged: multifaceted (moderate across racial and emotion socialization constructs), high bias preparation, and low engaged. Men were more likely to have mothers in the high bias preparation and to have fathers in the multifaceted or high bias preparation profiles. Individuals with higher income were more likely to have mothers in the cultural-supportive profile and to have fathers in the multifaceted profile. Young adults whose mothers fit the cultural-supportive profile or the moderate bias preparation profile had lower levels of depressive symptoms than young adults whose mothers fit the high bias preparation profile. PMID:25090149

  15. Emotional intelligence and academic performance in university students of natural science

    NASA Astrophysics Data System (ADS)

    Alvarez Cuellar, Jose Habacuc

    This research presents the concept of emotional intelligence, more specifically of John D. Mayer, Peter Salovey and David R. Caruso, as an important element to be applied in learning science. It is an explanatory-correlation study between emotional intelligence and academic performance of students in natural sciences from the University of Puerto Rico, Rio Piedras campus. The population is approximately 2,539 students, with a sample of approximately 337 students. The instrument used to calculate the IE is the TMSS-24 composted of three dimensions of the original scale: Attention, Clarity and Repair. It was validated by Fernandez, B. P., Extremera, N. and Natalio, R. (2004), with reliability in Attention of (0.86), Clarity (0.90) and Repair (0.86). For the calculation of academic achievement (RA) was used an average of the courses seen by the students in the academic semester of 2007. The variables emotional intelligence and its components with academic achievement (RA), Index of general application of the student, gender, age and studies concentration were correlated but it was founded no correlation between them. It was founded a difference in the attention on gender, where it is concluded that woman express better and more the feelings than men.

  16. The Influence of Social Networking Sites on High School Students' Social and Academic Development

    ERIC Educational Resources Information Center

    Ahn, June

    2010-01-01

    This dissertation examines the effects of social network sites on youth social and academic development. First, I provide a critical analysis of the extant research literature surrounding social network sites and youth. I merge scholarly thought in the areas of Internet studies, digital divides, social capital theory, psychological well-being,…

  17. The Role of Social-Emotional Learning in Bullying Prevention Efforts

    ERIC Educational Resources Information Center

    Smith, Brian H.; Low, Sabina

    2013-01-01

    This article examines how social emotional learning contributes to bullying prevention efforts in schools. Bullying behavior is impacted by multiple levels of the social-ecology of schools. Social emotional learning (SEL) is a structured way to improve a wide range of students' social and emotional competencies and impact bullying at the…

  18. The impact of emotional faces on social motivation in schizophrenia.

    PubMed

    Radke, Sina; Pfersmann, Vera; Derntl, Birgit

    2015-10-01

    Impairments in emotion recognition and psychosocial functioning are a robust phenomenon in schizophrenia and may affect motivational behavior, particularly during socio-emotional interactions. To characterize potential deficits and their interplay, we assessed social motivation covering various facets, such as implicit and explicit approach-avoidance tendencies to facial expressions, in 27 patients with schizophrenia (SZP) and 27 matched healthy controls (HC). Moreover, emotion recognition abilities as well as self-reported behavioral activation and inhibition were evaluated. Compared to HC, SZP exhibited less pronounced approach-avoidance ratings to happy and angry expressions along with prolonged reactions during automatic approach-avoidance. Although deficits in emotion recognition were replicated, these were not associated with alterations in social motivation. Together with additional connections between psychopathology and several approach-avoidance processes, these results identify motivational impairments in SZP and suggest a complex relationship between different aspects of social motivation. In the context of specialized interventions aimed at improving social cognitive abilities in SZP, the link between such dynamic measures, motivational profiles and functional outcomes warrants further investigations, which can provide important leverage points for treatment. Crucially, our findings present first insights into the assessment and identification of target features of social motivation.

  19. The impact of emotional faces on social motivation in schizophrenia.

    PubMed

    Radke, Sina; Pfersmann, Vera; Derntl, Birgit

    2015-10-01

    Impairments in emotion recognition and psychosocial functioning are a robust phenomenon in schizophrenia and may affect motivational behavior, particularly during socio-emotional interactions. To characterize potential deficits and their interplay, we assessed social motivation covering various facets, such as implicit and explicit approach-avoidance tendencies to facial expressions, in 27 patients with schizophrenia (SZP) and 27 matched healthy controls (HC). Moreover, emotion recognition abilities as well as self-reported behavioral activation and inhibition were evaluated. Compared to HC, SZP exhibited less pronounced approach-avoidance ratings to happy and angry expressions along with prolonged reactions during automatic approach-avoidance. Although deficits in emotion recognition were replicated, these were not associated with alterations in social motivation. Together with additional connections between psychopathology and several approach-avoidance processes, these results identify motivational impairments in SZP and suggest a complex relationship between different aspects of social motivation. In the context of specialized interventions aimed at improving social cognitive abilities in SZP, the link between such dynamic measures, motivational profiles and functional outcomes warrants further investigations, which can provide important leverage points for treatment. Crucially, our findings present first insights into the assessment and identification of target features of social motivation. PMID:25724560

  20. Automatic integration of social information in emotion recognition.

    PubMed

    Mumenthaler, Christian; Sander, David

    2015-04-01

    This study investigated the automaticity of the influence of social inference on emotion recognition. Participants were asked to recognize dynamic facial expressions of emotion (fear or anger in Experiment 1 and blends of fear and surprise or of anger and disgust in Experiment 2) in a target face presented at the center of a screen while a subliminal contextual face appearing in the periphery expressed an emotion (fear or anger) or not (neutral) and either looked at the target face or not. Results of Experiment 1 revealed that recognition of the target emotion of fear was improved when a subliminal angry contextual face gazed toward-rather than away from-the fearful face. We replicated this effect in Experiment 2, in which facial expression blends of fear and surprise were more often and more rapidly categorized as expressing fear when the subliminal contextual face expressed anger and gazed toward-rather than away from-the target face. With the contextual face appearing for 30 ms in total, including only 10 ms of emotion expression, and being immediately masked, our data provide the first evidence that social influence on emotion recognition can occur automatically. PMID:25688908

  1. The Emotion Revolution: Enhancing Social and Emotional Learning in School: Enhancing Social and Emotional Learning in School

    ERIC Educational Resources Information Center

    Brackett, Marc A.

    2016-01-01

    In this article, students were asked to describe in their own words via the Emotion Revolution study, the three emotions they felt most often each day at school. The top three feelings were: tired, bored, and stressed. Next, students were asked to describe in their own words how they wanted to feel at school each day. The top three emotions listed…

  2. MDMA alters emotional processing and facilitates positive social interaction

    PubMed Central

    Wardle, Margaret C.; de Wit, Harriet

    2014-01-01

    Background ±3,4-methylenedioxymethamphetamine (MDMA, “ecstasy”) produces “prosocial” effects, such as feelings of empathy and closeness, thought to be important to its abuse and its value in psychotherapy. However, it is not fully understood how MDMA alters basic emotional processes to produce these effects, or whether it produces corresponding changes in actual social behavior. Here we examined how MDMA affects perceptions of and responses to emotional expressions, and tested its effects on behavior during a social interaction. We also examined whether MDMA’s prosocial effects related to a measure of abuse liability. Methods Over three sessions 36 healthy volunteers with previous ecstasy use received MDMA (0.75mg/kg, 1.5mg/kg) and placebo under double-blind conditions. We measured i) mood and cardiovascular effects, ii) perception of and psychophysiological responses to emotional expressions iii) use of positive and negative words in a social interaction and iv) perceptions of an interaction partner. We then tested whether these effects predicted desire to take the drug again. Results MDMA slowed perception of angry expressions, increased psychophysiological responses to happy expressions, and increased positive word use and perceptions of partner empathy and regard in a social interaction. These effects were not strongly related to desire to take the drug again. Conclusions MDMA alters basic emotional processes by slowing identification of negative emotions and increasing responses to positive emotions in others. Further, it positively affects behavior and perceptions during actual social interaction. These effects may contribute to the efficacy of MDMA in psychotherapy, but appear less closely related to its abuse potential. PMID:24728603

  3. Social and Emotional Learning in the Classroom: Evaluation of "Strong Kids" and "Strong Teens" on Students' Social-Emotional Knowledge and Symptoms

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Juskelis, Michael P.; Tran, Oanh K.; Buchanan, Rohanna

    2008-01-01

    This article describes the results of three pilot studies that were conducted to evaluate the recently developed "Strong Kids" and "Strong Teens" social-emotional learning programs in increasing students' knowledge of healthy social-emotional behavior and decreasing their symptoms of negative affect and emotional distress. The first study included…

  4. Essential Academic Learning Requirements (1997): Social Studies.

    ERIC Educational Resources Information Center

    Washington Office of the State Superintendent of Public Instruction, Olympia.

    Stating that social studies can help students find order in their lives by illustrating patterns and connections of human existence, this guide addresses essential learning requirements for social studies in the state of Washington. The guide notes that these requirements seek to give students the knowledge and skills they need to participate as…

  5. A social/emotional theory of 'mental illness'.

    PubMed

    Scheff, Thomas

    2013-02-01

    One reason that theories of mental illness have made little progress may be their focus on individuals, omitting the social/relational and emotional world. Adding these components will be difficult, however: in modern societies they have become virtually invisible, particularly the emotion of shame. The theory outlined here is based on the work of Cooley, Elias, Lewis and Goffman: shame is both social and individual and, if anticipation is included, virtually omnipresent in modern societies. It is proposed that most symptoms of mental illness are products of shame and relational feedback loops: emotion and alienation can both spiral leading to further alienation and chaotic or hidden emotions. Almost everyone is especially ashamed of their shame. Being ashamed of one's shame and/or anger can spiral when not acknowledged. Under certain conditions, these spirals continue without limit, generating immense force for acting out symptoms or depression. To the extent that this theory is true, we would need to rename the field using non-medical terms, such as emotional/social dysfunction.

  6. How Do I Feel about Feelings? Emotion Socialization in Families of Depressed and Healthy Adolescents

    ERIC Educational Resources Information Center

    Hunter, Erin C.; Katz, Lynn Fainsilber; Shortt, Joann Wu; Davis, Betsy; Leve, Craig; Allen, Nicholas B.; Sheeber, Lisa B.

    2011-01-01

    Emotional and cognitive changes that occur during adolescence set the stage for the development of adaptive or maladaptive beliefs about emotions. Although research suggests that parents' behaviors and beliefs about emotions relate to children's emotional abilities, few studies have looked at parental socialization of children's emotions,…

  7. Study on personality dimension negative emotionality affecting academic achievement among Malaysian medical students studying in Malaysia and overseas.

    PubMed

    Bhagat, Vidya; Haque, Mainul; Simbak, Nordin Bin; Jaalam, Kamarudin

    2016-01-01

    Personality dimension negative emotionality is known to be associated with academic achievement. The present study focuses on the influence of negative emotionality (neuroticism) on the medical students' academic achievements. The main objective of this study was to ascertain the negative emotionality scores among the first year Malaysian medical students studying in Malaysia and India, further to find out the association between negative emotionality and their academic achievements. The current study sample includes 60 first year Malaysian medical students from Universiti Sultan Zainal Abidin, Malaysia, and USM-KLE IMP, Belgaum, India. They were selected by convenient sampling technique. The Medico-Psychological questionnaire was used to find out the negative emotionality scores among the students and these scores were compared with academic scores. The data were analyzed using SPSS- 20. Thus, the study result goes with the prediction that there is a significant correlation between academic achievement and negative emotionality. We concluded that negative emotionality has a negative impact on medical student's academic achievement regardless of the fact whether they study in their own country or overseas.

  8. Study on personality dimension negative emotionality affecting academic achievement among Malaysian medical students studying in Malaysia and overseas

    PubMed Central

    Bhagat, Vidya; Haque, Mainul; Simbak, Nordin Bin; Jaalam, Kamarudin

    2016-01-01

    Personality dimension negative emotionality is known to be associated with academic achievement. The present study focuses on the influence of negative emotionality (neuroticism) on the medical students’ academic achievements. The main objective of this study was to ascertain the negative emotionality scores among the first year Malaysian medical students studying in Malaysia and India, further to find out the association between negative emotionality and their academic achievements. The current study sample includes 60 first year Malaysian medical students from Universiti Sultan Zainal Abidin, Malaysia, and USM-KLE IMP, Belgaum, India. They were selected by convenient sampling technique. The Medico-Psychological questionnaire was used to find out the negative emotionality scores among the students and these scores were compared with academic scores. The data were analyzed using SPSS- 20. Thus, the study result goes with the prediction that there is a significant correlation between academic achievement and negative emotionality. We concluded that negative emotionality has a negative impact on medical student’s academic achievement regardless of the fact whether they study in their own country or overseas. PMID:27354836

  9. Somatic Complaints in Early Adolescence: The Role of Parents' Emotion Socialization

    ERIC Educational Resources Information Center

    Kehoe, Christiane E.; Havighurst, Sophie S.; Harley, Ann E.

    2015-01-01

    This study investigated the relationship between parent emotion socialization and youth somatic complaints (SC) in an early adolescent sample using a longitudinal experimental design. An emotion-focused parenting intervention, which taught parent's skills to improve their emotional competence and emotion socialization, was used to examine whether…

  10. Emotion Socialization by Mothers and Fathers: Coherence among Behaviors and Associations with Parent Attitudes and Children's Social Competence

    ERIC Educational Resources Information Center

    Baker, Jason K.; Fenning, Rachel M.; Crnic, Keith A.

    2011-01-01

    This study examined inter-relations among different types of parental emotion socialization behaviors in 88 mothers and 76 fathers (co-residing with participating mothers) of eight-year-old children. Parents completed questionnaires assessing emotion socialization behaviors, emotion-related attitudes, and their children's social functioning. An…

  11. Beyond behavior modification: Benefits of social-emotional/self-regulation training for preschoolers with behavior problems.

    PubMed

    Graziano, Paulo A; Hart, Katie

    2016-10-01

    The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; Mage=5.16years; 84% Hispanic/Latino background) with at-risk or clinically elevated levels of EBP. During the summer between preschool and kindergarten, children were randomized to receive three newly developed intervention packages. The first and most cost effective intervention package was an 8-week School Readiness Parenting Program (SRPP). Families randomized into the second and third intervention packages received not only the weekly SRPP, but children also attended two different versions of an intensive kindergarten summer readiness class (M-F, 8a.m.-5p.m.) that was part of an 8-week summer treatment program for pre-kindergarteners (STP-PreK). One version included the standard behavioral modification system and academic curriculum (STP-PreK) while the other additionally contained social-emotional and self-regulation training (STP-PreK Enhanced). Baseline, post-intervention, and 6-month follow-up data were collected on children's school readiness outcomes including parent, teacher, and objective assessment measures. Analyses using linear mixed models indicated that children's behavioral functioning significantly improved across all groups in a similar magnitude. Children in the STP-PreK Enhanced group, however, experienced greater growth across time in academic achievement, emotion knowledge, emotion regulation, and executive functioning compared to children in the other groups. These findings suggest that while parent training is sufficient to address children's behavioral difficulties, an intensive summer program that goes beyond behavioral modification and academic preparation by targeting socio-emotional and self-regulation skills can have incremental benefits across multiple aspects of school readiness. PMID

  12. Social-Emotional Learning Is Essential to Classroom Management

    ERIC Educational Resources Information Center

    Jones, Stephanie M.; Bailey, Rebecca; Jacob, Robin

    2014-01-01

    Research tells us that children's social-emotional development can propel learning. A new program, SECURe, embeds that research into classroom management strategies that improve teaching and learning. Across all classrooms and grade levels, four principles of effective management are constant: Effective classroom management is based in…

  13. The Social and Emotional Development of Gifted Students

    ERIC Educational Resources Information Center

    Callahan, Carolyn M.; Sowa, Claudia J.; May, Kathleen M.; Tomchin, Ellen Menaker; Plucker, Jonathan A.; Cunningham, Caroline M.; Taylor, Wesley

    2004-01-01

    This research monograph on the social and emotional development of gifted students' is divided into four parts. Part 1 of the report focuses on analysis of the literature. Parts 2-4 present results of seven qualitative and quantitative studies of adolescent development. In Part 2, Studies 1 and 2 expand Lazarus and Folkman's cognitive appraisal…

  14. Giving Youth the Social and Emotional Skills to Succeed

    ERIC Educational Resources Information Center

    Deerin, Ginny

    2005-01-01

    In these days of tremendous political pressure for results measured by standardized tests, time constraints can make social and emotional learning (SEL) a difficult undertaking for many classroom teachers. It seemed that after-school programs would be effective learning environments for supplying the missing piece in children's education. In this…

  15. Social Judgments and Emotion Attributions about Exclusion in Switzerland

    ERIC Educational Resources Information Center

    Malti, Tina; Killen, Melanie; Gasser, Luciano

    2012-01-01

    Adolescents' social judgments and emotion attributions about exclusion in three contexts, nationality, gender, and personality, were measured in a sample of 12- and 15-year-old Swiss and non-Swiss adolescents (N = 247). Overall, adolescents judged exclusion based on nationality as less acceptable than exclusion based on gender or personality.…

  16. Web-Based Assessment of Children's Social-Emotional Comprehension

    ERIC Educational Resources Information Center

    McKown, Clark; Russo-Ponsaran, Nicole M.; Johnson, Jason K.; Russo, Jaclyn; Allen, Adelaide

    2016-01-01

    This article presents results from two studies that included ethnically and socioeconomically diverse samples totaling 4,462 children in kindergarten through third grade. Each study examined the psychometric properties of a web-based, self-administered battery of assessments of social-emotional comprehension called "SELweb." Assessment…

  17. Social-Emotional Skills Can Boost Common Core Implementation

    ERIC Educational Resources Information Center

    Elias, Maurice J.

    2014-01-01

    The same competencies neglected in the implementation of the Common Core are those that ultimately most help students become what the author calls college-ready, career-ready, and contribution-ready. These include communication, meta-cognition, resilient mindset, responsible character, and social-emotional learning, intertwined with academic…

  18. Responsive Classroom?: A Critique of a Social Emotional Learning Program

    ERIC Educational Resources Information Center

    Stearns, Clio

    2016-01-01

    This paper looks critically at the Responsive Classroom (RC) program, a social/emotional learning program used ubiquitously in elementary schools for teacher and student training, in the US as well as in Australia, the UK, and other parts of Western Europe. The paper examines empirical studies on RC's efficacy and outcomes, many of which were…

  19. Strategies for Teaching Social and Emotional Intelligence in Business Communication

    ERIC Educational Resources Information Center

    Sigmar, Lucia Stretcher; Hynes, Geraldine E.; Hill, Kathy L.

    2012-01-01

    Incorporating social and emotional skills (EI) training into the business communication curriculum is important for preparing students to function effectively in a global workplace with its complex informal networks, intercultural issues, team emphasis, and participatory leadership. EI skills enhance communication behavior in work groups and…

  20. Rejection Sensitivity in Late Adolescence: Social and Emotional Sequelae

    ERIC Educational Resources Information Center

    Marston, Emily G.; Hare, Amanda; Allen, Joseph P.

    2010-01-01

    This study used longitudinal, multireporter data, in a community sample, to examine the role of rejection sensitivity in late adolescents' social and emotional development. Rejection sensitivity was linked to a relative increase in adolescent depressive and anxiety symptoms over a 3-year period, even after accounting for teens' baseline level of…

  1. A Pedagogy of Emotion in Teaching about Social Movement Learning

    ERIC Educational Resources Information Center

    Walker, Judith; Palacios, Carolina

    2016-01-01

    This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a "Pedagogy of Discomfort," Goodman's and Curry-Steven's concept of a "Pedagogy for the Privileged," and on Freire's idea of a "Pedagogy of Hope," in reflecting on our own…

  2. Social-Emotional Effects of Day Care. Final Project Report.

    ERIC Educational Resources Information Center

    Lippman, Marcia Z.; Grote, Barbara H.

    This study compared the effects of group day care, family day care, and full parental care on such aspects of children's social-emotional adjustment as curiosity, attachment, self-concept, sex role, achievement motivation, impulse control, cooperation, and sharing. Initial differences between groups were controlled by matching on race, sex, number…

  3. Social and Emotional Development of Gifted Children: Straight Talk

    ERIC Educational Resources Information Center

    Cross, Tracy L.

    2009-01-01

    This article discusses eight topics on the social and emotional development of gifted children. These issues bring to light some of the current thinking that can be helpful to parents, teachers, and counselors. Understanding what giftedness actually is and is not, how to identify it, moving from an entity model of giftedness to an incremental…

  4. Executive Function and the Promotion of Social-Emotional Competence

    ERIC Educational Resources Information Center

    Riggs, Nathaniel R.; Jahromi, Laudan B.; Razza, Rachel P.; Dillworth-Bart, Janean E.; Mueller, Ulrich

    2006-01-01

    Executive function is understood as an umbrella term encompassing a number of interrelated sub-skills necessary for purposeful, goal-directed activity. Research suggests a vital role for executive function in children's social-emotional development. However, executive function is rarely considered in models of intervention programs that attempt to…

  5. Social and Emotional Impacts of Farmwork Injuries: An Exploratory Study

    ERIC Educational Resources Information Center

    Robertson, S. M.; Murphy, Dennis J.; Davis, Lisa A.

    2006-01-01

    Context: The physical hazards of farming have been extensively studied and reported upon. Far less studied are the social and emotional impacts of farmwork injuries and deaths. Purpose: To investigate and document broad but targeted issues regarding the impact on individuals, families, and communities of farmwork injuries and fatalities of farmer…

  6. Assessing Teachers' Beliefs about Social and Emotional Learning

    ERIC Educational Resources Information Center

    Brackett, Marc A.; Reyes, Maria R.; Rivers, Susan E.; Elbertson, Nicole A.; Salovey, Peter

    2012-01-01

    Teachers are the primary implementers of social and emotional learning (SEL) programs. Their beliefs about SEL likely influence program delivery, evaluation, and outcomes. A simple tool for measuring these beliefs could be used by school administrators to determine school readiness for SEL programming and by researchers to better understand…

  7. Emotional and Social Development: Birth to 3 Months

    MedlinePlus

    ... Share Emotional and Social Development: Birth to 3 Months Page Content Article Body By the second month, your baby will spend much of each day ... he can smile, too. Even during his first month, he’ll experiment with primitive grins and grimaces. ...

  8. Social Acceptability of Five Screening Instruments for Social, Emotional, and Behavioral Challenges

    ERIC Educational Resources Information Center

    Harrison, Judith R.; Vannest, Kimberly J.; Reynolds, Cecil R.

    2013-01-01

    Social, emotional, and behavioral (SEB) screening occurs in only two percent of our schools. This is unfortunate because universal screening is linked to prevention and early intervention with emotional and behavioral disorders (EBD) in children and youth, a population who continues to experience a plethora of poor outcomes. The social…

  9. Hormone-Driven Kids: A Call for Social and Emotional Learning in the Middle School Years.

    ERIC Educational Resources Information Center

    Stern, Robin

    1999-01-01

    Describes the basic tenets of social and emotional learning; discusses the emotional and social challenges that middle school children face; and provides suggestions for parents and teachers to help promote smooth sailing through these rocky middle school years. (SR)

  10. Complexities of emotional responses to social and non-social affective stimuli in schizophrenia

    PubMed Central

    Peterman, Joel S.; Bekele, Esubalew; Bian, Dayi; Sarkar, Nilanjan; Park, Sohee

    2015-01-01

    Background: Adaptive emotional responses are important in interpersonal relationships. We investigated self-reported emotional experience, physiological reactivity, and micro-facial expressivity in relation to the social nature of stimuli in individuals with schizophrenia (SZ). Method: Galvanic skin response (GSR) and facial electromyography (fEMG) were recorded in medicated outpatients with SZ and demographically matched healthy controls (CO) while they viewed social and non-social images from the International Affective Pictures System. Participants rated the valence and arousal, and selected a label for experienced emotions. Symptom severity in the SZ and psychometric schizotypy in CO were assessed. Results: The two groups did not differ in their labeling of the emotions evoked by the stimuli, but individuals with SZ were more positive in their valence ratings. Although self-reported arousal was similar in both groups, mean GSR was greater in SZ, suggesting differential awareness, or calibration of internal states. Both groups reported social images to be more arousing than non-social images but their physiological responses to non-social vs. social images were different. Self-reported arousal to neutral social images was correlated with positive symptoms in SZ. Negative symptoms in SZ and disorganized schizotypy in CO were associated with reduced mean fEMG. Greater corrugator mean fEMG activity for positive images in SZ indicates valence-incongruent facial expressions. Conclusion: The patterns of emotional responses differed between the two groups. While both groups were in broad agreement in self-reported arousal and emotion labels, their mean GSR, and fEMG correlates of emotion diverged in relation to the social nature of the stimuli and clinical measures. Importantly, these results suggest disrupted self awareness of internal states in SZ and underscore the complexities of emotion processing in health and disease. PMID:25859230

  11. The social costs of academic success across ethnic groups.

    PubMed

    Fuller-Rowell, Thomas E; Doan, Stacey N

    2010-01-01

    This study explores the longitudinal association between academic achievement and social acceptance across ethnic groups in a nationally representative sample of adolescents (N = 13,570; M(age) = 15.5 years). The effects of school context are also considered. Results show that African American and Native American adolescents experience greater social costs with academic success than Whites. Pertaining to school context, findings suggest that the differential social consequences of achievement experienced by African Americans are greatest in more highly achieving schools, but only when these schools have a smaller percentage of Black students. Students from Mexican descent also showed differential social costs with achievement in particular contexts. The implications of these findings to theory, policy, and future research are discussed.

  12. Emotion Discourse, Social Cognition, and Social Skills in Children with and without Developmental Delays

    ERIC Educational Resources Information Center

    Fenning, Rachel M.; Baker, Bruce L.; Juvonen, Jaana

    2011-01-01

    This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving)…

  13. Emotional Intelligence: A Quantitative Study of the Relationship among Academic Success Factors and Emotional Intelligence

    ERIC Educational Resources Information Center

    Iannucci, Brian A.

    2013-01-01

    Researchers have found a correlation between emotional intelligence (EI) and success in the workplace. As a result, many companies have invested a large amount of resources into EI testing during their hiring process. In the United States, corporations are spending over $33 billion on hiring, training, and development. In addition to the increase…

  14. fMRI Study of Social Anxiety during Social Ostracism with and without Emotional Support

    PubMed Central

    Nishiyama, Yoshiko; Okamoto, Yasumasa; Kunisato, Yoshihiko; Okada, Go; Yoshimura, Shinpei; Kanai, Yoshihiro; Yamamura, Takanao; Yoshino, Atsuo; Jinnin, Ran; Takagaki, Koki; Onoda, Keiichi; Yamawaki, Shigeto

    2015-01-01

    Social anxiety is characterized by an excessive fear of being embarrassed in social interactions or social performance situations. Emotional support can help to decrease or diminish social distress. Such support may play an important role at different points of social interaction. However, it is unclear how the beneficial effects of social support are represented in the brains of socially anxious individuals. To explore this, we used the same paradigm previously used to examine the effects of emotional support on social pain caused by exclusion. Undergraduates (n = 46) showing a wide range of social anxiety scores underwent functional magnetic resonance imaging (fMRI) while participating in a Cyberball game. Participants were initially included and later excluded from the game. In the latter half of the session in which participants were excluded, they were provided with supportive messages. In line with our previous work, we found that social exclusion led to increased anterior cingulate cortex (ACC) activity, whereas emotional support led to increased left dorsolateral prefrontal cortex (DLPFC) activity. Despite validation of the paradigm, social anxiety was not associated with increased ACC activity during social exclusion, or during perceived emotional support. Instead, fear of negative evaluation as assessed by the Brief Fear of Negative Evaluation (BFNE) scale showed positive associations with left DLPFC activation while receiving emotional support, compared to while being socially excluded. The more socially anxious an individual was, the greater was the left DLPFC activity increased during receipt of messages. This suggests that highly socially anxious people still have the ability to perceive social support, but that they are nevertheless susceptible to negative evaluation by others. PMID:26000902

  15. Understanding Academic Performance of International Students: The Role of Ethnicity, Academic and Social Integration

    ERIC Educational Resources Information Center

    Rienties, Bart; Beausaert, Simon; Grohnert, Therese; Niemantsverdriet, Susan; Kommers, Piet

    2012-01-01

    More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts…

  16. The Social Dimension of Academic Discipline as a Discriminator of Academic Deans' Administrative Behaviors

    ERIC Educational Resources Information Center

    Del Favero, Marietta

    2005-01-01

    This national study of academic deans examined the social and cognitive dimensions underlying disciplinary variations in respondents' self reports of their administrative behavior. Discriminant analyses identified significant linear functions that distinguished behaviors of deans from hard/pure, hard/applied, soft/pure, and soft/applied discipline…

  17. Reward Allocation and Academic versus Social Orientation toward School.

    ERIC Educational Resources Information Center

    Peterson, Candida C.; Peterson, James L.

    1978-01-01

    Correlates 138 elementary school children's views about the purposes of school to their styles of reward allocation: academically motivated students allocated rewards equally to two hypothetical performers who had unequally helped a teacher perform a manual chore, while socially motivated children allocated rewards in an equity (performance-based)…

  18. Barriers and Nontraditional Students' Use of Academic and Social Services

    ERIC Educational Resources Information Center

    Keith, Pat M.

    2007-01-01

    This research investigated the extent to which potential barriers to educational attainment and campus adjustment prompted 138 nontraditional students (25-63 years of age) to use more academic and social services. In four models tested, the younger, the unemployed, and those stressed by increased tuition used more services. Most of the barriers…

  19. Conceptualizing Academic Norms in Middle School: A Social Network Perspective

    ERIC Educational Resources Information Center

    McCormick, Meghan P.; Cappella, Elise

    2015-01-01

    A wide body of research has documented the relationship between social norms and individual behaviors. There is growing evidence that academic behaviors in early adolescence--when most children begin middle school--may be subject to normative influence as well. However, the structure and composition of peer relationships within middle schools have…

  20. Social Class and Academic Achievement: A Third World Reinterpretation.

    ERIC Educational Resources Information Center

    Niles, F. Sushila

    1981-01-01

    Correlates academic achievement of a sample of secondary students in Colombo, Sri Lanka, with variables of social class, material conditions in the home, and parental interest in and support for education. Discusses differences between present findings and those of similar studies in other Third World nations. (SJL)

  1. Social, Mental, Academic and Physical Development in Groups Doing Sports

    ERIC Educational Resources Information Center

    Nas, Kazim; Temel, Veysel; Akpinar, Selahattin; Akpinar, Oznur

    2012-01-01

    The aim of this study is to show whether sport has an effect on education/academic success and social, mental and physical development or not. The search involves 160 students studying at Physical Education and Sports High School at Karamanoglu Mehmetbey University. Graded quintet likert type questionnaire was used as a measuring means. The first…

  2. Enhanced emotional responses during social coordination with a virtual partner.

    PubMed

    Zhang, Mengsen; Dumas, Guillaume; Kelso, J A Scott; Tognoli, Emmanuelle

    2016-06-01

    Emotion and motion, though seldom studied in tandem, are complementary aspects of social experience. This study investigates variations in emotional responses during movement coordination between a human and a Virtual Partner (VP), an agent whose virtual finger movements are driven by the Haken-Kelso-Bunz (HKB) equations of Coordination Dynamics. Twenty-one subjects were instructed to coordinate finger movements with the VP in either inphase or antiphase patterns. By adjusting model parameters, we manipulated the 'intention' of VP as cooperative or competitive with the human's instructed goal. Skin potential responses (SPR) were recorded to quantify the intensity of emotional response. At the end of each trial, subjects rated the VP's intention and whether they thought their partner was another human being or a machine. We found greater emotional responses when subjects reported that their partner was human and when coordination was stable. That emotional responses are strongly influenced by dynamic features of the VP's behavior, has implications for mental health, brain disorders and the design of socially cooperative machines. PMID:27094374

  3. Evaluating Psychometric Properties of the Korean Translated Social Emotional Assessment Measure for Korean Preschool Children

    ERIC Educational Resources Information Center

    Park, Young Ah Kim

    2012-01-01

    Children's social emotional competence affects school achievement as well as later job success. Social emotional competence can be promoted when appropriate social emotional interventions are provided. To provide quality intervention, it is essential to use measures that include functional skills, promote team collaboration, and monitor…

  4. Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers

    ERIC Educational Resources Information Center

    Yoder, Nicholas

    2014-01-01

    Social and emotional learning (SEL) is crucial for improved educational attainment. As teachers help students achieve new college and career readiness standards, they need to use teaching practices that promote student social and emotional learning in the classroom. Our new resource, "Self-Assessing Social and Emotional Instruction and…

  5. A Preschool Pilot Study of "Connecting with Others: Lessons for Teaching Social and Emotional Competence"

    ERIC Educational Resources Information Center

    Schultz, Betsy L.; Richardson, Rita Coombs; Barber, Catherine R.; Wilcox, Daryl

    2011-01-01

    Social-emotional learning in early childhood sets the stage for students' future behaviors in schools. The current study examined the effects of a social-emotional skills curriculum on the behavior of students in an early childhood program. The children received instruction in social and emotional skills using the "Connecting with Others: Lessons…

  6. Models of Emotion Skills and Social Competence in the Head Start Classroom

    ERIC Educational Resources Information Center

    Spritz, Becky L.; Sandberg, Elisabeth Hollister; Maher, Edward; Zajdel, Ruth T.

    2010-01-01

    Research Findings: Fostering the social competence of at-risk preschoolers would be facilitated by knowing which of children's emotion skills are most salient to social outcomes. We examined the emotion skills and social competence of 44 children enrolled in a Head Start program. Emotion skills were examined in terms of children's emotional…

  7. Social, Emotional, and Affective Skills for College and Career Success

    ERIC Educational Resources Information Center

    Savitz-Romer, Mandy; Rowan-Kenyon, Heather T.; Fancsali, Cheri

    2015-01-01

    Students enrolled in the My Wildcat Track program at the University of Arizona are receiving a novel type of support to help them get and stay off academic probation: social and affective skill building. These students, who are referred to the program by their advisors, have one-on-one meetings with professional learning specialists and attend…

  8. Caring Classrooms/Intelligent Schools: The Social Emotional Education of Young Children. Series on Social Emotional Learning.

    ERIC Educational Resources Information Center

    Cohen, Jonathan, Ed.

    This book synthesizes current thinking about effective social and emotional education of young elementary school children. The book's chapters, by leading national experts, describe the range of programs and perspectives that can be used in elementary schools, focusing on concrete strategies and curricular-based programs that can be integrated…

  9. On being grateful and kind: results of two randomized controlled trials on study-related emotions and academic engagement.

    PubMed

    Ouweneel, Else; Le Blanc, Pascale M; Schaufeli, Wilmar B

    2014-01-01

    Despite the large amount of research attention to engagement as well as positive psychology in a general context, there have been few attempts to increase academic well-being by means of positive psychological interventions. This article tests the potential of positive psychological interventions to enhance study-related positive emotions and academic engagement, and to reduce study-related negative emotions among university students. We modified two existing positive interventions that are aimed at increasing general happiness for use in an academic context. These interventions focused on "thoughts of gratitude" and "acts of kindness," respectively. The present study consisted of two randomized controlled trials with experimental (thoughts of gratitude or acts of kindness) and control conditions in which participants were monitored on a daily basis during the one-week intervention, and additional pre-, post-, and follow-up assessments were carried out. Results revealed that the gratitude intervention had a significant positive effect on daily positive emotions only. The kindness intervention had a positive influence on both positive emotions and academic engagement, though not in the long run. The results showed no effects on negative emotions in either of the two interventions. Positive psychological interventions seem to foster positive emotions and academic engagement, but do not decrease negative emotions.

  10. Topography of social touching depends on emotional bonds between humans.

    PubMed

    Suvilehto, Juulia T; Glerean, Enrico; Dunbar, Robin I M; Hari, Riitta; Nummenmaa, Lauri

    2015-11-10

    Nonhuman primates use social touch for maintenance and reinforcement of social structures, yet the role of social touch in human bonding in different reproductive, affiliative, and kinship-based relationships remains unresolved. Here we reveal quantified, relationship-specific maps of bodily regions where social touch is allowed in a large cross-cultural dataset (N = 1,368 from Finland, France, Italy, Russia, and the United Kingdom). Participants were shown front and back silhouettes of human bodies with a word denoting one member of their social network. They were asked to color, on separate trials, the bodily regions where each individual in their social network would be allowed to touch them. Across all tested cultures, the total bodily area where touching was allowed was linearly dependent (mean r(2) = 0.54) on the emotional bond with the toucher, but independent of when that person was last encountered. Close acquaintances and family members were touched for more reasons than less familiar individuals. The bodily area others are allowed to touch thus represented, in a parametric fashion, the strength of the relationship-specific emotional bond. We propose that the spatial patterns of human social touch reflect an important mechanism supporting the maintenance of social bonds.

  11. Topography of social touching depends on emotional bonds between humans

    PubMed Central

    Suvilehto, Juulia T.; Glerean, Enrico; Dunbar, Robin I. M.; Hari, Riitta; Nummenmaa, Lauri

    2015-01-01

    Nonhuman primates use social touch for maintenance and reinforcement of social structures, yet the role of social touch in human bonding in different reproductive, affiliative, and kinship-based relationships remains unresolved. Here we reveal quantified, relationship-specific maps of bodily regions where social touch is allowed in a large cross-cultural dataset (N = 1,368 from Finland, France, Italy, Russia, and the United Kingdom). Participants were shown front and back silhouettes of human bodies with a word denoting one member of their social network. They were asked to color, on separate trials, the bodily regions where each individual in their social network would be allowed to touch them. Across all tested cultures, the total bodily area where touching was allowed was linearly dependent (mean r2 = 0.54) on the emotional bond with the toucher, but independent of when that person was last encountered. Close acquaintances and family members were touched for more reasons than less familiar individuals. The bodily area others are allowed to touch thus represented, in a parametric fashion, the strength of the relationship-specific emotional bond. We propose that the spatial patterns of human social touch reflect an important mechanism supporting the maintenance of social bonds. PMID:26504228

  12. Topography of social touching depends on emotional bonds between humans.

    PubMed

    Suvilehto, Juulia T; Glerean, Enrico; Dunbar, Robin I M; Hari, Riitta; Nummenmaa, Lauri

    2015-11-10

    Nonhuman primates use social touch for maintenance and reinforcement of social structures, yet the role of social touch in human bonding in different reproductive, affiliative, and kinship-based relationships remains unresolved. Here we reveal quantified, relationship-specific maps of bodily regions where social touch is allowed in a large cross-cultural dataset (N = 1,368 from Finland, France, Italy, Russia, and the United Kingdom). Participants were shown front and back silhouettes of human bodies with a word denoting one member of their social network. They were asked to color, on separate trials, the bodily regions where each individual in their social network would be allowed to touch them. Across all tested cultures, the total bodily area where touching was allowed was linearly dependent (mean r(2) = 0.54) on the emotional bond with the toucher, but independent of when that person was last encountered. Close acquaintances and family members were touched for more reasons than less familiar individuals. The bodily area others are allowed to touch thus represented, in a parametric fashion, the strength of the relationship-specific emotional bond. We propose that the spatial patterns of human social touch reflect an important mechanism supporting the maintenance of social bonds. PMID:26504228

  13. Characteristics of Academically-Influential Children: Achievement Motivation and Social Status

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2016-01-01

    The contributions of academic achievement motivation and social status to peer-reported academic influence were explored in a sample of 322 children in grades three through five. Latent moderated structural equation modeling indicated that children who value academics are more likely to be rated by peers as academically influential. Social status…

  14. Children's Social Behaviors as Predictors of Academic Achievement: A Longitudinal Analysis.

    ERIC Educational Resources Information Center

    Malecki, Christine Kerres; Elliott, Stephen N.

    2002-01-01

    Investigates relationships among a diverse sample of elementary students' social skills, problem behaviors, academic competence, and academic achievement. Results indicate that social skills are positively predictive of concurrent levels of academic achievement and problem behaviors are negatively predictive of concurrent academic achievement.…

  15. Effects of Achievement Motivation, Social Identity, and Peer Group Norms on Academic Conformity

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2013-01-01

    This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…

  16. Children's scripts for social emotions: causes and consequences are more central than are facial expressions.

    PubMed

    Widen, Sherri C; Russell, James A

    2010-09-01

    Understanding and recognition of emotions relies on emotion concepts, which are narrative structures (scripts) specifying facial expressions, causes, consequences, label, etc. organized in a temporal and causal order. Scripts and their development are revealed by examining which components better tap which concepts at which ages. This study investigated whether a facial expression or a brief story describing an emotion's cause and consequence was the stronger cue to basic-level and social emotions. Children (N = 120, 4-10 years) freely labelled the emotion implied by faces and, separately, stories for six basic-level emotions (happiness, anger, fear, surprise, disgust, and contempt) and three social emotions (embarrassment, compassion, and shame). Cause-and-consequence stories were the stronger cue overall, especially for fear, disgust, and social emotions. Faces were the stronger cue only for surprise. Younger children assimilated social emotions into basic-level emotion categories (sadness and anger); older children differentiated them. Differentiation occurred earlier for stories than for faces.

  17. Same-Sex Peer Relations and Romantic Relationships during Early Adolescence: Interactive Links to Emotional, Behavioral, and Academic Adjustment.

    ERIC Educational Resources Information Center

    Brendgen, Mara; Vitaro, Frank; Doyle, Anna Beth; Markiewicz, Dorothy; Bukowski, William M.

    2002-01-01

    Examined the relationship between early adolescents' involvement in romantic relationships and their emotional, behavioral, and academic adjustment, depending on same-sex peer relationships. Found a negative relationship between romantic involvement and emotional and behavioral adjustment for adolescents who were unpopular with same-sex peers.…

  18. Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept

    ERIC Educational Resources Information Center

    Ferrando, Mercedes; Prieto, Maria Dolores; Almeida, Leandro S.; Ferrandiz, Carmen; Bermejo, Rosario; Lopez-Pina, Jose Antonio; Hernandez, Daniel; Sainz, Marta; Fernandez, Mari-Carmen

    2011-01-01

    This article analyses the relationship between trait emotional intelligence and academic performance, controlling for the effects of IQ, personality, and self-concept dimensions. A sample of 290 preadolescents (11-12 years old) took part in the study. The instruments used were (a) Trait Emotional Intelligence Questionnaire-Adolescents Short Form…

  19. What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement

    ERIC Educational Resources Information Center

    Mega, Carolina; Ronconi, Lucia; De Beni, Rossana

    2014-01-01

    The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM-B) composed of 3 self-report questionnaires: the Self-Regulated Learning…

  20. Study of the Effect of Education and Academic Environment on Emotional Intelligence on Accounting Students in Iran

    ERIC Educational Resources Information Center

    Salehi, Mahdi; Zadeh, Mohammadreza Abbas; Ghaderi, Alireza; Tabasi, Alaleh Zhian

    2016-01-01

    The current study aims to investigate the relation between education and academic environment on emotional intelligence of accounting students in state and non-state universities in Iran. In order to collecting data Bar-on emotional intelligence test and SCL 90 questionnaire administrated among 476 students in different subjects including…

  1. Social Cognition in Schizophrenic Patients: The Effect of Semantic Content and Emotional Prosody in the Comprehension of Emotional Discourse

    PubMed Central

    Brazo, Perrine; Beaucousin, Virginie; Lecardeur, Laurent; Razafimandimby, Annick; Dollfus, Sonia

    2014-01-01

    Background: The recognition of the emotion expressed during conversation relies on the integration of both semantic processing and decoding of emotional prosody. The integration of both types of elements is necessary for social interaction. No study has investigated how these processes are impaired in patients with schizophrenia during the comprehension of an emotional speech. Since patients with schizophrenia have difficulty in daily interactions, it would be of great interest to investigate how these processes are impaired. We tested the hypothesis that patients present lesser performances regarding both semantic and emotional prosodic processes during emotional speech comprehension compared with healthy participants. Methods: The paradigm is based on sentences built with emotional (anger, happiness, or sadness) semantic content uttered with or without congruent emotional prosody. The study participants had to decide with which of the emotional categories each sentence corresponded. Results: Patients performed significantly worse than their matched controls, even in the presence of emotional prosody, showing that their ability to understand emotional semantic content was impaired. Although prosody improved performances in both groups, it benefited the patients more than the controls. Conclusion: Patients exhibited both impaired semantic and emotional prosodic comprehensions. However, they took greater advantage of emotional prosody adjunction than healthy participants. Consequently, focusing on emotional prosody during carrying may improve social communication. PMID:25309458

  2. Academic Achievement and Emotional Status of Children with ADHD Treated with Long-Term Methylphenidate and Multimodal Psychosocial Treatment

    ERIC Educational Resources Information Center

    Hechtman, Lily; Abikoff, Howard; Klein, Rachel G.; Weiss, Gabrielle; Respitz, Chara; Kouri, Joan; Blum, Carol; Greenfield, Brian; Etcovitch, Joy; Fleiss, Karen; Pollack, Simcha

    2004-01-01

    Objective: To test the hypothesis that intensive multimodal psychosocial intervention (that includes academic assistance and psychotherapy) combined with methylphenidate significantly enhances the academic performance and emotional status of children with attention-deficit/hyperactivity disorder (ADHD) compared with methylphenidate alone and with…

  3. Teaching Academic Skills as an Answer to Behavioural Problems of Students with Emotional or Behavioural Disorders: A Review

    ERIC Educational Resources Information Center

    van der Worp-van der Kamp, Lidy; Pijl, Sip Jan; Bijstra, Jan O.; van den Bosch, Els J.

    2014-01-01

    Academic learning has always been a serious issue for students with emotional and behavioural disorders (EBD) and their teachers. However, teaching academic skills could be an important protective and curative factor for the problem behaviour of these students. The current review was conducted to study the effect of interventions developed to…

  4. An Analysis of Independent, Non-Academic Characteristics of Chinese and American Business Students Associated with Emotional Intelligence

    ERIC Educational Resources Information Center

    Margavio, Thomas M.; Margavio, Geanie W.; Hignite, Michael A.; Moses, Duane R.

    2014-01-01

    In a continuation of their prior research which focused on the differences in Emotional Intelligence (EI) levels between Chinese and American business students and the academic variables associated with those scores, the authors extend their efforts to investigate those personal (non-academic) characteristics of both American and Chinese business…

  5. Familial Accumulation of Social Anxiety Symptoms and Maladaptive Emotion Regulation

    PubMed Central

    Asbrand, Julia; Svaldi, Jennifer; Krämer, Martina; Breuninger, Christoph; Tuschen-Caffier, Brunna

    2016-01-01

    Background Social anxiety is thought to be strongly related to maladaptive emotion regulation (ER). As social anxiety symptoms accumulate in families, we hypothesize that maladaptive ER is also more prevalent in families with anxious children. Thus, we analyze differences in emotion regulation of both child and mother in relation to social anxiety, as well as both their ER strategies in dealing with anxiety. Further, a positive relation between child and maternal ER strategies is assumed. Method Children (aged 9 to 13 years) with social, anxiety disorder (SAD; n = 25) and healthy controls (HC, n = 26) as well as their mothers completed several measures of social anxiety and trait ER strategies towards anxiety. As ER of children is still in development, age is considered as covariate. Results SAD children and their mothers reported more maladaptive ER strategies than HC dyads. Maternal maladaptive ER was related negatively to child adaptive ER which was further moderated by the child’s age. Discussion Maladaptive ER strategies seem to contribute to the exacerbation of social anxiety in both mother and child. Mothers reporting maladaptive ER may have difficulties supporting their child in coping with social anxiety while simultaneously also experiencing heightened levels of anxiety. Deeper understanding of interactional processes between mothers and children during development can assist the comprehension of factors maintaining SAD. Implications for future research and possible consequences for interventions are discussed. PMID:27055278

  6. The hyperactive child at adolescence: cognitive, emotional, and social functioning.

    PubMed

    Hoy, E; Weiss, G; Minde, K; Cohen, N

    1978-09-01

    In view of the paucity of detailed follow-up studies on hyperactive children, the performance of 15 adolescents diagnosed hyperactive 5 years previously was compared to that of a control group of equivalent age, sex, intelligence, and social class. Eleven cognitive tests measuring sustained attention, visual-motor and motor skills, abstraction, and reading ability, as well as three self-assessment tests examining self-esteem, activity level, social functioning, academic status, and career aspirations were administered. The hyperactives performed significantly worse than the controls on the sustained attention, visual-motor, and motor tasks, and on two of the four reading tests. They also gave themselves significantly lower ratings on some of the self-esteem and sociability items. It would appear that the hyperactives at adolescence still have attentional and stimulus-processing difficulties, which affect not only their academic performance but also their social functioning.

  7. Evidence That Emotion Mediates Social Attention in Rhesus Macaques

    PubMed Central

    Bethell, Emily J.; Holmes, Amanda; MacLarnon, Ann; Semple, Stuart

    2012-01-01

    Background Recent work on non-human primates indicates that the allocation of social attention is mediated by characteristics of the attending animal, such as social status and genotype, as well as by the value of the target to which attention is directed. Studies of humans indicate that an individual’s emotion state also plays a crucial role in mediating their social attention; for example, individuals look for longer towards aggressive faces when they are feeling more anxious, and this bias leads to increased negative arousal and distraction from other ongoing tasks. To our knowledge, no studies have tested for an effect of emotion state on allocation of social attention in any non-human species. Methodology We presented captive adult male rhesus macaques with pairs of adult male conspecific face images - one with an aggressive expression, one with a neutral expression - and recorded gaze towards these images. Each animal was tested twice, once during a putatively stressful condition (i.e. following a veterinary health check), and once during a neutral (or potentially positive) condition (i.e. a period of environmental enrichment). Initial analyses revealed that behavioural indicators of anxiety and stress were significantly higher after the health check than during enrichment, indicating that the former caused a negative shift in emotional state. Principle Findings The macaques showed initial vigilance for aggressive faces across both conditions, but subsequent responses differed between conditions. Following the health check, initial vigilance was followed by rapid and sustained avoidance of aggressive faces. By contrast, during the period of enrichment, the macaques showed sustained attention towards the same aggressive faces. Conclusions/Significance These data provide, to our knowledge, the first evidence that shifts in emotion state mediate social attention towards and away from facial cues of emotion in a non-human animal. This work provides novel

  8. The Presence of Polish Academics on Social Networking Websites for Academics, Using the Example of Employees of Nicolaus Copernicus University

    ERIC Educational Resources Information Center

    Stachowiak, Beata

    2014-01-01

    The purpose of this article is to present the opportunities provided for researchers and academics by social networking websites in the context of their professional work. Moreover, the paper discusses the level of penetration of social websites by Polish academics on the example of Nicolaus Copernicus University (NCU) researchers. The results…

  9. Reading Instruction for Elementary-Age Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes

    ERIC Educational Resources Information Center

    Barton-Arwood, Sally M.; Wehby, Joseph H.; Falk, Katherine B.

    2005-01-01

    This study evaluated the effects of a reading intervention on the reading achievement and social behaviors of 6 third-grade students with emotional/behavioral disorders. Reading instruction occurred 4 days a week using the Horizons Fast Track reading program and Peer-Assisted Learning Strategies. Analyses indicated variable improvements in basic…

  10. The Relation of Maternal Emotional and Cognitive Support During Problem Solving to Pre-Academic Skills in Preschoolers.

    PubMed

    Leerkes, Esther M; Blankson, A Nayena; O'Brien, Marion; Calkins, Susan D; Marcovitch, Stuart

    2011-11-01

    Using a sample of 263 mother-child dyads, we examined the extent to which maternal emotional and cognitive support during a joint problem solving task when children were 3-years-old predicted children's academic skills one year later independent of each other, the quality of the home learning environment, and maternal emotional responsiveness. When all parenting measures were examined simultaneously, only maternal emotional support during problem solving and the quality of the home learning environment predicted unique variation in gains in pre-academic skills from age 3 to age 4. The positive effect of emotional support during problem solving was especially apparent for children whose pre-academic skills were low at age 3. These findings are discussed in light of the changing demands placed on young children and their parents as they prepare for entry to the formal school system. PMID:22121336

  11. Maternal socialization goals, parenting styles, and social-emotional adjustment among Chinese and European American young adults: testing a mediation model.

    PubMed

    Li, Yan; Costanzo, Philip R; Putallaz, Martha

    2010-01-01

    The authors compared the associations among perceived maternal socialization goals (self-development, filial piety, and collectivism), perceived maternal parenting styles (authoritative, authoritarian, and training), and the social-emotional adjustment (self-esteem, academic self-efficacy, and depression) between Chinese and European American young adults. The mediation processes in which socialization goals relate to young adults' adjustment outcomes through parenting styles were examined. Results showed that European American participants perceived higher maternal self-development socialization goals, whereas Chinese participants perceived higher maternal collectivism socialization goals as well as more authoritarian parenting. Cross-cultural similarities were found in the associations between perceived maternal authoritative parenting and socioemotional adjustment (e.g., higher self-esteem and higher academic self-efficacy) across the two cultural groups. However, perceived maternal authoritarian and training parenting styles were found only to be related to Chinese participants' adjustment (e.g., higher academic self-efficacy and lower depression). The mediation analyses showed that authoritative parenting significantly mediated the positive associations between the self-development and collectivism goal and socioemotional adjustment for both cultural groups. Additionally, training parenting significantly mediated the positive association between the filial piety goal and young adults' academic self-efficacy for the Chinese group only. Findings of this study highlight the importance of examining parental socialization goals in cross-cultural parenting research. PMID:21171548

  12. Maternal socialization goals, parenting styles, and social-emotional adjustment among Chinese and European American young adults: testing a mediation model.

    PubMed

    Li, Yan; Costanzo, Philip R; Putallaz, Martha

    2010-01-01

    The authors compared the associations among perceived maternal socialization goals (self-development, filial piety, and collectivism), perceived maternal parenting styles (authoritative, authoritarian, and training), and the social-emotional adjustment (self-esteem, academic self-efficacy, and depression) between Chinese and European American young adults. The mediation processes in which socialization goals relate to young adults' adjustment outcomes through parenting styles were examined. Results showed that European American participants perceived higher maternal self-development socialization goals, whereas Chinese participants perceived higher maternal collectivism socialization goals as well as more authoritarian parenting. Cross-cultural similarities were found in the associations between perceived maternal authoritative parenting and socioemotional adjustment (e.g., higher self-esteem and higher academic self-efficacy) across the two cultural groups. However, perceived maternal authoritarian and training parenting styles were found only to be related to Chinese participants' adjustment (e.g., higher academic self-efficacy and lower depression). The mediation analyses showed that authoritative parenting significantly mediated the positive associations between the self-development and collectivism goal and socioemotional adjustment for both cultural groups. Additionally, training parenting significantly mediated the positive association between the filial piety goal and young adults' academic self-efficacy for the Chinese group only. Findings of this study highlight the importance of examining parental socialization goals in cross-cultural parenting research.

  13. Influence of Peer Buddy Program Interventions for Adolescents with Disabilities in a High School Setting: Impact on Social and Academic Achievement

    ERIC Educational Resources Information Center

    Alqahtani, Ragea Mohammed

    2013-01-01

    A mixed methods research design was chosen for this study in order to examine the effectiveness of the Peer Buddy Program across one year on the social and academic skill acquisition of high school students with learning disabilities (LD) and/or emotional/behavioral disabilities (EBD). Specifically, this research focused on identifying the…

  14. Social Networking Web Sites: Teaching Appropriate Social Competence to Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Morgan, Joseph J.

    2010-01-01

    The Internet has opened a variety of different avenues for people to interact with each other. As new digital environments are developed, new sets of social skills are needed to appropriately interact. Students with emotional and behavioral disorders often have deficits in social competence and require specialized training in specific social…

  15. The Social Systems Meaning of the Two-Factor Model of Social-Emotional Competence.

    ERIC Educational Resources Information Center

    Kohn, Martin

    In the research discussed in this paper, two major dimensions of social-emotional competence are identified, which are labeled Interest/Participation versus Apathy/Withdrawal, and Cooperation/Compliance versus Anger/Defiance. There is evidence of two environmental dimensions which set the stage for the two dimensions of social-emotional…

  16. Psychologic, Social, Emotional, and Practical Problems of Patients with Arthritis

    PubMed Central

    McGowan, Patrick

    1990-01-01

    Family physicians will have increasing numbers of patients with arthritis in their practices during the 1990s. Medical management is often complicated by subclinical psychologic, social, and emotional problems, and other problems of everyday living that affect the care of these people. The author reviews some typical patients with arthritis and offers practical suggestions about non-medical treatments that can assist them. PMID:21234067

  17. A Combined Intervention Targeting Both Teachers' and Students' Social-Emotional Skills: Preliminary Evaluation of Students' Outcomes

    ERIC Educational Resources Information Center

    Iizuka, Cristina Akiko; Barrett, Paula M.; Gillies, Robyn; Cook, Clayton R.; Marinovic, Welber

    2014-01-01

    The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also…

  18. Emotional Distress, Drinking, and Academic Achievement across the Adolescent Life Course

    ERIC Educational Resources Information Center

    Owens, Timothy J.; Shippee, Nathan D.; Hensel, Devon J.

    2008-01-01

    Our study of the adolescent life course proposes that substantial maturation occurs within three intertwined arenas of development: the social, the psychological, and the normative attainment. Further, each arena may be linked, respectively, to three youth problem dimensions: drinking, depressive affect, and academic achievement. We use latent…

  19. The Contribution of Inhibitory Control to Preschoolers' Social-Emotional Competence

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Greenberg, Mark T.; Domitrovich, Celene E.

    2009-01-01

    Social-emotional competence is a key developmental task during early childhood. This study examined concurrent relationships between maternal education and employment status, children's sex, ethnicity, age, receptive vocabulary, emotional knowledge, attention skills, inhibitory control and social-emotional competence in a sample of 146 preschool,…

  20. Promoting Social and Emotional Learning in Preschool Students: A Study of "Strong Start Pre-K"

    ERIC Educational Resources Information Center

    Gunter, Leslie; Caldarella, Paul; Korth, Byran B.; Young, K. Richard

    2012-01-01

    The inclusion of social and emotional learning (SEL) curricula in preschools may help prevent emotional and behavioral problems. This study evaluated the effects of a SEL curriculum, "Strong Start Pre-K," on the social and emotional competence of 52 preschool students using a quasi-experimental, non-equivalent control group design. Teachers rated…

  1. Gender Differences in Caregiver Emotion Socialization of Low-Income Toddlers

    ERIC Educational Resources Information Center

    Chaplin, Tara M.; Casey, James; Sinha, Rajita; Mayes, Linda C.

    2010-01-01

    Low-income children are at elevated risk for emotion-related problems; however, little research has examined gender and emotion socialization in low-income families. The authors describe the ways in which emotion socialization may differ for low-income versus middle-income families. They also present empirical data on low-income caregivers'…

  2. A Feeling for Books: Using Literature to Promote Social-Emotional Development

    ERIC Educational Resources Information Center

    Tunks, Karen W.; Gilles, Rebecca M.

    2013-01-01

    Social-emotional development is a fundamental part of a child's overall well-being. Healthy development forms a critical foundation for building positive relationships and a strong self-esteem. Social-emotional development includes the ability to express and manage emotions and to establish secure relationships. All children have a natural desire…

  3. Task Groups in the School Setting: Promoting Children's Social and Emotional Learning

    ERIC Educational Resources Information Center

    Van Velsor, Patricia

    2009-01-01

    Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an…

  4. Association between level of emotional intelligence and severity of anxiety in generalized social phobia.

    PubMed

    Jacobs, Madeline; Snow, Joseph; Geraci, Marilla; Vythilingam, Meena; Blair, R J R; Charney, Dennis S; Pine, Daniel S; Blair, Karina S

    2008-12-01

    Generalized social phobia (GSP) is characterized by a marked fear of most social situations. It is associated with an anomalous neural response to emotional stimuli, and individuals with the disorder frequently show interpretation bias in social situations. From this it might be suggested that GSP involves difficulty in accurately perceiving, using, understanding and managing emotions. Here we applied the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to medication-free GSP (n=28) and no pathology (n=21) individuals. Patients with GSP performed within the normal range on the measure however severity of social anxiety significantly correlated with emotional intelligence (EI). Specifically, there was a negative correlation between social anxiety severity and Experiential (basic-level emotional processing) EI. In contrast, there was no significant correlation between social anxiety severity and Strategic (higher-level conscious emotional processing) EI. These results suggest that EI may index emotional processing systems that mitigate the impact of systems causally implicated in GSP.

  5. Academic freedom and academic duty to teach social justice: a perspective and pedagogy for public health nursing faculty.

    PubMed

    Fahrenwald, Nancy L; Taylor, Janette Y; Kneipp, Shawn M; Canales, Mary K

    2007-01-01

    Public health nursing practice is rooted in the core value of social justice. Nursing faculty whose expertise is in public health are often the content experts responsible for teaching this essential, yet potentially controversial, value. Contemporary threats to academic freedom remind us that the disciplinary autonomy and academic duty to teach social justice may be construed as politically ideological. These threats are of particular concern when faculty members guide students through a scientific exploration of sociopolitical factors that lead to health-related social injustices and encourage students to improve and transform injustices in their professional careers. This article (a) reviews recent challenges to academic freedom that influence social justice education, (b) explores academic freedom and duty to teach social justice within the discipline of nursing, and (c) proposes a praxis-based approach to social justice education, which is grounded in transformative pedagogy.

  6. Mother-adolescent language proficiency and adolescent academic and emotional adjustment among Chinese American families.

    PubMed

    Liu, Lisa L; Benner, Aprile D; Lau, Anna S; Kim, Su Yeong

    2009-04-01

    This study examined the role of adolescents' and mothers' self-reports of English and heritage language proficiency in youth's academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who were English proficient tended to have children with higher academic achievement and fewer depressive symptoms. Results also indicated that adolescents' heritage language maintenance was associated with positive adjustment, particularly amongst foreign-born youth and for youth whose parents were highly proficient in the heritage language. Mother-adolescent match in heritage language proficiency was related to higher math achievement scores and overall GPA. Additionally, higher heritage language proficiency was associated with fewer depressive symptoms for foreign-born but not U.S.-born youth. Overall, the findings suggest that proficiency in both the English and heritage language may confer advantages to Chinese American youth.

  7. Missouri Pre-K Social and Emotional Development Standards and Approaches to Learning, Teacher's Guide, [and] Parent Handbook: Early Social and Emotional Development and Approaches to Learning.

    ERIC Educational Resources Information Center

    Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

    This document is comprised of four publications of the early childhood section of the Missouri Department of Elementary and Secondary Education: (1) prekindergarten standards related to social and emotional development and approaches to learning; (2) a teacher's guide to early social and emotional development and approaches to learning; (3) a…

  8. Social jetlag negatively correlates with academic performance in undergraduates.

    PubMed

    Haraszti, Réka Ágnes; Ella, Krisztina; Gyöngyösi, Norbert; Roenneberg, Till; Káldi, Krisztina

    2014-06-01

    Discrepancies between sleep timing on workdays and weekends, also known as social jetlag (SJL), affect the majority of the population and have been found to be associated with increased health risk and health-impairing behaviors. In this study, we explored the relationship between SJL and academic performance in a sample of undergraduates of the Semmelweis University. We assessed SJL and other sleep-related parameters with the Munich ChronoType Questionnaire (MCTQ) (n = 753). Academic performance was measured by the average grade based on weekly test results as well as scores acquired on the final test (n = 247). The average mid-sleep point on free days in the Hungarian sample fits well the regression line plotted for longitudes within the Central European Time Zone and chronotypes, confirming that sunlight has a major impact on chronotype. Multivariate analysis showed negative effect of SJL on the weekly average grade (p = 0.028, n = 247) during the lecture term with its highly regular teaching schedules, while this association disappeared in the exam period (p = 0.871, n = 247) when students had no scheduled obligations (lower SJL). We also analyzed the relationship between the time of the weekly tests and academic performance and found that students with later sleep times on free days achieved worse in the morning (p = 0.017, n = 129), while the inverse tendency was observed for the afternoon test-takers (p = 0.10, n = 118). We did not find significant association between academic performance and sleep duration or sleep debt on work days. Our data suggest that circadian misalignment can have a significant negative effect on academic performance. One possible reason for this misalignment is socially enforced sleep times.

  9. Measuring the academic, social, and psychological effects of academic service learning on middle school students

    NASA Astrophysics Data System (ADS)

    Giacalone, Valarie A.

    The purpose of this study was to examine the effects of an academic service learning project on ninth-grade students' science achievement and attitudes. A quasi-experimental, pretest-posttest design was used with four classes of one teacher in a rural school. The treatment was an Energy Fair service project. Two treatment classes that were chosen by random assignment (n = 58) were compared to two control classes (n = 64), who performed an alternative assignment. The Energy Fair was conducted for the elementary school students and on a limited basis for fellow students (peers). The academic effect was measured by a teacher-designed end-of-unit ecology test, with a subset of the questions on energy use. Psychological effects were measured by a self-esteem questionnaire, which measured both self-esteem and the satisfaction felt about one's self-esteem. Social effects were measured by three semantic differentials, one each for "adults," "peers," and "elementary students." The teacher was interviewed regarding her observations about the project. Written reflections from both the treatment and control groups were coded and analyzed. Pretest results were divided into thirds of high, medium, and low for all variables to search for the possibility of an attribute-treatment interaction. Analysis of covariance was used to reduce the possibility of pretest bias, to test for significant effects, and to test for a level by treatment interaction. Although the posttest means favored the experimental group, no statistically significant difference was found for academic results. No significant effect was found for either of the psychological measures. No change was found for the social results regarding "adults." A statistically significant effect was found for social results in the categories of "elementary students" and "peers." No statistically significant level by treatment interaction was found. Further research on the effects of academic service learning projects is needed at

  10. Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children

    ERIC Educational Resources Information Center

    McKown, Clark; Gumbiner, Laura M.; Russo, Nicole M.; Lipton, Meryl

    2009-01-01

    Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically…

  11. Irony comprehension: social conceptual knowledge and emotional response.

    PubMed

    Akimoto, Yoritaka; Sugiura, Motoaki; Yomogida, Yukihito; Miyauchi, Carlos Makoto; Miyazawa, Shiho; Kawashima, Ryuta

    2014-04-01

    Verbal irony conveys various emotional messages, from criticism to humor, that differ from the meaning of the actual words. To understand irony, we need conceptual knowledge of irony in addition to an understanding of context. We investigated the neural mechanism of irony comprehension, focusing on two overlooked issues: conceptual knowledge and emotional response. We studied 35 healthy subjects who underwent functional MRI. During the scan, the subject examined first-person-view stories describing verbal interactions, some of which included irony directed toward the subject. After MRI, the subject viewed the stories again and rated the degree of irony, humor, and negative emotion evoked by the statements. We identified several key findings about irony comprehension: (1) the right anterior superior temporal gyrus may be responsible for representing social conceptual knowledge of irony, (2) activation in the medial prefrontal cortex and the right anterior inferior temporal gyrus might underlie the understanding of context, (3) modulation of activity in the right amygdala, hippocampus, and parahippocampal gyrus is associated with the degree of irony perceived, and (4) modulation of activity in the right dorsolateral prefrontal cortex varies with the degree of humor perceived. Our results clarified the differential contributions of the neural loci of irony comprehension, enriching our understanding of pragmatic language communication from a social behavior point of view.

  12. Emotion Socialization by Mothers and Fathers: Coherence among Behaviors and Associations with Parent Attitudes and Children's Social Competence.

    PubMed

    Baker, Jason K; Fenning, Rachel M; Crnic, Keith A

    2011-05-01

    This study examined interrelations among different types of parental emotion socialization behaviors in 88 mothers and 76 fathers (co-residing with participating mothers) of 8-year-old children. Parents completed questionnaires assessing emotion socialization behaviors, emotion-related attitudes, and their children's social functioning. An observed parent-child emotion discourse task and a child social-problem solving interview were also performed. Parent gender differences and concordance within couples in emotion socialization behaviors were identified for some but not all behaviors. Fathers' reactions to child emotion, family expressiveness, and fathers' emotion coaching during discussion cohered, and a model was supported in which the commonality among these behaviors was predicted by fathers' emotion-coaching attitudes, and was associated with children's social competence. A cohesive structure for the emotion socialization construct was less clear for mothers, although attitudes predicted all three types of emotion socialization behavior (reactions, expressiveness, and coaching). Implications for developmental theory and for parent-focused interventions are discussed. PMID:21532915

  13. Chronic Pain: The Impact on Academic, Social, and Emotional Functioning

    ERIC Educational Resources Information Center

    Parkins, Jason M.; Gfroerer, Susan D.

    2009-01-01

    Chronic pain is persistent and recurrent pain that tends to fluctuate in severity, quality, regularity, and predictability. It can occur in a single or multiple body regions or organ systems. Some of the most frequently reported types of chronic pain include headaches, recurrent abdominal pain (RAP), and musculoskeletal pain. In contrast to acute…

  14. Academic, Social, and Emotional Learning Act of 2011

    THOMAS, 112th Congress

    Rep. Biggert, Judy [R-IL-13

    2011-07-07

    09/08/2011 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

  15. Academic, Social, and Emotional Learning Act of 2013

    THOMAS, 113th Congress

    Rep. Ryan, Tim [D-OH-13

    2013-05-08

    07/08/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

  16. Academic and Social Achievement Goals: Their Additive, Interactive, and Specialized Effects on School Functioning

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.

    2016-01-01

    Background: Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Aims: Guided by multiple-goal perspectives, this study examined the role of academic and…

  17. Cumulative Risk, Negative Emotionality, and Emotion Regulation as Predictors of Social Competence in Transition to School: A Mediated Moderation Model

    ERIC Educational Resources Information Center

    Chang, Hyein; Shelleby, Elizabeth C.; Cheong, JeeWon; Shaw, Daniel S.

    2012-01-01

    The goals of this study were to examine the additive and interactive effects of cumulative risk and child negative emotionality on children's social competence in the transition from preschool to school and to test whether these associations were mediated by child emotion regulation within a sample of 310 low-income, ethnically diverse boys.…

  18. Does Emotional Intelligence Depend on Gender? The Socialization of Emotional Competencies in Men and Women and Its Implications

    ERIC Educational Resources Information Center

    Sanchez-Nunez, M. Trinidad; Fernandez-Berrocal, Pablo; Montanes, Juan; Latorre, Jose Miguel

    2008-01-01

    This article attempts to justify gender differences found for the main factors that comprise emotional intelligence from the standpoint of the Mayer and Salovey Skill Model (1997). In order to do so, we carry out a review of the different emotional socialization patterns used by parents on the basis of their children's gender and look into their…

  19. Neural Correlates of Emotional Interference in Social Anxiety Disorder

    PubMed Central

    Boehme, Stephanie; Ritter, Viktoria; Tefikow, Susan; Stangier, Ulrich; Strauss, Bernhard; Miltner, Wolfgang H. R.; Straube, Thomas

    2015-01-01

    Disorder-relevant but task-unrelated stimuli impair cognitive performance in social anxiety disorder (SAD); however, time course and neural correlates of emotional interference are unknown. The present study investigated time course and neural basis of emotional interference in SAD using event-related functional magnetic resonance imaging (fMRI). Patients with SAD and healthy controls performed an emotional stroop task which allowed examining interference effects on the current and the succeeding trial. Reaction time data showed an emotional interference effect in the current trial, but not the succeeding trial, specifically in SAD. FMRI data showed greater activation in the left amygdala, bilateral insula, medial prefrontal cortex (mPFC), dorsal anterior cingulate cortex (ACC), and left opercular part of the inferior frontal gyrus during emotional interference of the current trial in SAD patients. Furthermore, we found a positive correlation between patients’ interference scores and activation in the mPFC, dorsal ACC and left angular/supramarginal gyrus. Taken together, results indicate a network of brain regions comprising amygdala, insula, mPFC, ACC, and areas strongly involved in language processing during the processing of task-unrelated threat in SAD. However, specifically the activation in mPFC, dorsal ACC, and left angular/supramarginal gyrus is associated with the strength of the interference effect, suggesting a cognitive network model of attentional bias in SAD. This probably comprises exceeded allocation of attentional resources to disorder-related information of the presented stimuli and increased self-referential and semantic processing of threat words in SAD. PMID:26042738

  20. The Effects of E-Mail Messages in a Distance Learning University on Perceived Academic and Social Support, Academic Satisfaction, and Coping

    ERIC Educational Resources Information Center

    Heiman, Tali

    2008-01-01

    The study examines the effects of e-mail messages on students' perceived social support, academic satisfaction, academic outcomes, and on students' coping modes. E-mails with a social or academic content were submitted by the university academic staff responsible for the courses to the 229 undergraduate students enrolled in an online social…

  1. [Judgements and emotional reactions about socially unjust situations].

    PubMed

    Nakamura, Shinsuke; Morikami, Yukio; Nishisako, Seiichiro; Kuwabara, Takashi

    2011-02-01

    Our research studies investigated situations involving perceived social injustice. In the first study, we collected 79 items involving unjust situations from 213 undergraduate students. Then, 270 undergraduates completed a questionnaire evaluating the social injustice for these situations. The results of a factor analysis showed that these 79 unjust situations could be classified into four types: (a) deviation from social norms, (b) inhumanity, (c) lack of economic benefit, and (d) deviation from interpersonal norms. In a second research study, we collected 124 items involving unjust situations from 599 undergraduates. The results of factor analyses of data from 386 undergraduates showed eight factors: (a) deviation from public rule, (b) deviation from public manner, (c) violence, (d) misery, (e) low benefit, (f) others benefit by incorrect ways, (g) aggression against others, and (h) lack of concern for others. In a third study, we measured the emotional reactions of 224 undergraduates for 96 of the unjust situations collected in Study 2. The results showed that the emotional reactions differed for each unjust situation.

  2. Social Skills in Children Adopted from Socially-Emotionally Depriving Institutions

    PubMed Central

    Julian, Megan M.; McCall, Robert B.

    2016-01-01

    This study assessed social skills in post-institutionalized (PI) children with respect to age-at-adoption, age-at-assessment, and gender. Parent ratings of social skills (Social Skills Rating System) and behavior problems (Child Behavior Checklist) were obtained for 214 children and 127 adolescents who were adopted from socially-emotionally depriving Russian institutions. Results showed that children adopted before 18 months of age have better social skills than those adopted after this age; those assessed in childhood demonstrate better social skills than those assessed in adolescence. PI females, especially later-adopted adolescents, have particularly poor social skills. Children with poor social skills tend to have higher rates of behavior problems. PMID:27087772

  3. 'Ecstasy' as a social drug: MDMA preferentially affects responses to emotional stimuli with social content.

    PubMed

    Wardle, Margaret C; Kirkpatrick, Matthew G; de Wit, Harriet

    2014-08-01

    3,4-Methylenedioxymethamphetamine (MDMA, 'ecstasy') is used recreationally to improve mood and sociability, and has generated clinical interest as a possible adjunct to psychotherapy. One way that MDMA may produce positive 'prosocial' effects is by changing responses to emotional stimuli, especially stimuli with social content. Here, we examined for the first time how MDMA affects subjective responses to positive, negative and neutral emotional pictures with and without social content. We hypothesized that MDMA would dose-dependently increase reactivity to positive emotional stimuli and dampen reactivity to negative stimuli, and that these effects would be most pronounced for pictures with people in them. The data were obtained from two studies using similar designs with healthy occasional MDMA users (total N = 101). During each session, participants received MDMA (0, 0.75 and 1.5 mg/kg oral), and then rated their positive and negative responses to standardized positive, negative and neutral pictures with and without social content. MDMA increased positive ratings of positive social pictures, but reduced positive ratings of non-social positive pictures. We speculate this 'socially selective' effect contributes to the prosocial effects of MDMA by increasing the comparative value of social contact and closeness with others. This effect may also contribute to its attractiveness to recreational users.

  4. 'Ecstasy' as a social drug: MDMA preferentially affects responses to emotional stimuli with social content.

    PubMed

    Wardle, Margaret C; Kirkpatrick, Matthew G; de Wit, Harriet

    2014-08-01

    3,4-Methylenedioxymethamphetamine (MDMA, 'ecstasy') is used recreationally to improve mood and sociability, and has generated clinical interest as a possible adjunct to psychotherapy. One way that MDMA may produce positive 'prosocial' effects is by changing responses to emotional stimuli, especially stimuli with social content. Here, we examined for the first time how MDMA affects subjective responses to positive, negative and neutral emotional pictures with and without social content. We hypothesized that MDMA would dose-dependently increase reactivity to positive emotional stimuli and dampen reactivity to negative stimuli, and that these effects would be most pronounced for pictures with people in them. The data were obtained from two studies using similar designs with healthy occasional MDMA users (total N = 101). During each session, participants received MDMA (0, 0.75 and 1.5 mg/kg oral), and then rated their positive and negative responses to standardized positive, negative and neutral pictures with and without social content. MDMA increased positive ratings of positive social pictures, but reduced positive ratings of non-social positive pictures. We speculate this 'socially selective' effect contributes to the prosocial effects of MDMA by increasing the comparative value of social contact and closeness with others. This effect may also contribute to its attractiveness to recreational users. PMID:24682132

  5. African American Preschoolers' Social and Emotional Competence at School: The Influence of Teachers and Mothers

    ERIC Educational Resources Information Center

    Humphries, Marisha L.; Strickland, Jennifer; Keenan, Kate

    2014-01-01

    Children learn social and emotional competence through socialization. Research has focused on the role of parents, however teachers also play an important part. This study examined the social and emotional competence of preschool African American children and the role teachers and mothers played in supporting these competencies. Teachers who…

  6. The Importance of Emotional and Social Isolation to Loneliness among Very Old Rural Adults.

    ERIC Educational Resources Information Center

    Dugan, Elizabeth; Kivett, Vira R.

    1994-01-01

    Examined relative importance of emotional and social isolation to loneliness among very old rural adults (n=119). Found that emotional isolation, specifically loss of spouse, accounted for more loneliness than did social isolation. Hearing acuity and visits with siblings (social isolation variables) also were significant predictors of loneliness.…

  7. The Social and Emotional Development of Gifted Children: What Do We Know?

    ERIC Educational Resources Information Center

    Neihart, Maureen, Ed.; Reis, Sally M., Ed.; Robinson, Nancy M., Ed.; Moon, Sidney M., Ed.

    This text on the social and emotional development of gifted children includes the following 24 papers: (1) "Effects of Acceleration on Gifted Learners" (Karen Rogers); (2) "Peer Pressures and Social Acceptance of Gifted Students" (Sylvia Rimm); (3) "Social and Emotional Issues for Exceptional Intellectually Gifted Students" (Miraca Gross); (4)…

  8. Physical, emotional and social adjustments to home dialysis.

    PubMed

    Brown, D J; Craick, C C; Davies, S E; Johnson, M L; Dawborn, J K; Heale, W F

    1978-03-11

    Forty home dialysis patients and their families were interviewed by means of a standard questionnaire to determine their physical, emotional, and social adjustment to treatment. The results indicated a reasonable level of health, particularly in patients under the age of 50 years. However, home dialysis produced considerable strain in the family, particularly in the dialysis partners. Home training programmes should provide appropriate learning and technical experience for the dialysis partners and continued support, including integrated medical and paramedical services, domiciliary visiting, and regular holidays. Limited-care dialysis facilities should be provided where home dialysis is impractical or becomes intolerable.

  9. Emotion socialization style in parents of children with callous-unemotional traits.

    PubMed

    Pasalich, Dave S; Waschbusch, Daniel A; Dadds, Mark R; Hawes, David J

    2014-01-01

    Children with callous-unemotional (CU) traits manifest a range of deficits in their emotional functioning, and parents play a key role in socializing children's understanding, experience, expression, and regulation of emotions. However, research examining emotion-related parenting in families of children with CU traits is scarce. In two independent studies we examined emotion socialization styles in parents of children high on CU traits. In Study 1, we assessed parents' self-reported beliefs and feelings regarding their own and their child's emotions, in a sample of 111 clinic-referred and community children aged 7-12 years. In Study 2, we directly observed parents' responding to child emotion during an emotional reminiscing task, in a clinic sample of 59 conduct-problem children aged 3-9 years. Taken together, the results were consistent in suggesting that the mothers of children with higher levels of CU traits are more likely to have affective attitudes that are less accepting of emotion (Study 1), and emotion socialization practices that are more dismissing of child emotion (Study 2). Fathers' emotion socialization beliefs and practices were unrelated to levels of CU traits. Our findings provide initial evidence for a relationship between CU traits and parents' emotion socialization style, and have significant implications for the design of novel family-based interventions targeting CU traits and co-occurring conduct problems.

  10. Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate.

    PubMed

    McCormick, Meghan P; Cappella, Elise; O'Connor, Erin E; McClowry, Sandee G

    2015-09-01

    This paper examines whether three dimensions of school climate-leadership, accountability, and safety/respect-moderated the impacts of the INSIGHTS program on students' social-emotional, behavioral, and academic outcomes. Twenty-two urban schools and N = 435 low-income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effects on math and reading achievement were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Program impacts on disruptive behaviors were greater in schools with lower levels of accountability at baseline; impacts on sustained attention were greater in schools with lower levels of safety/respect at baseline. Implications for Social-Emotional Learning program implementation, replication, and scale-up are discussed.

  11. Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate.

    PubMed

    McCormick, Meghan P; Cappella, Elise; O'Connor, Erin E; McClowry, Sandee G

    2015-09-01

    This paper examines whether three dimensions of school climate-leadership, accountability, and safety/respect-moderated the impacts of the INSIGHTS program on students' social-emotional, behavioral, and academic outcomes. Twenty-two urban schools and N = 435 low-income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effects on math and reading achievement were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Program impacts on disruptive behaviors were greater in schools with lower levels of accountability at baseline; impacts on sustained attention were greater in schools with lower levels of safety/respect at baseline. Implications for Social-Emotional Learning program implementation, replication, and scale-up are discussed. PMID:26099299

  12. The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions.

    PubMed

    Durlak, Joseph A; Weissberg, Roger P; Dymnicki, Allison B; Taylor, Rebecca D; Schellinger, Kriston B

    2011-01-01

    This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.

  13. The indirect effects of maternal emotion socialization on friendship quality in middle childhood.

    PubMed

    Blair, Bethany L; Perry, Nicole B; O'Brien, Marion; Calkins, Susan D; Keane, Susan P; Shanahan, Lilly

    2014-02-01

    Emotion development processes have long been linked to social competence in early childhood but rarely have these associations been examined in middle childhood or with relational outcomes. Guided by theories of interpersonal relationships and emotion socialization, the current study was designed to fill these gaps by examining a longitudinal process model indirectly linking emotion development to friendship quality. Data were drawn from 336 children (179 girls, 65% White), their mothers, and their teachers across 3 time points spanning the ages of 5-10 years. A path analysis model was utilized to examine the way in which maternal emotion socialization indirectly affects children's friendship quality. Results supported the hypothesized model in which maternal emotion socialization strategies used when children were age 5 were associated with changes in friendship quality from ages 7 to 10 via changes in children's emotion regulation. Findings highlight the importance of emotional processes for relational outcomes in middle childhood.

  14. Preschool children’s views on emotion regulation: Functional associations and implications for social-emotional adjustment

    PubMed Central

    Dennis, Tracy A.; Kelemen, Deborah A.

    2009-01-01

    Previous studies show that preschool children view negative emotions as susceptible to intentional control. However, the extent of this understanding and links with child social-emotional adjustment are poorly understood. To examine this, 62 3- and 4-year-olds were presented with puppet scenarios in which characters experienced anger, sadness, and fear. Forty-seven adults were presented with a parallel questionnaire. Participants rated the degree to which six emotion-regulation strategies were effective in decreasing negative emotions. Results showed that even the youngest preschoolers viewed cognitive and behavioral distraction and repairing the situation as relatively effective; compared to adults, however, preschoolers favored relatively “ineffective” strategies such as venting and rumination. Children also showed a functional view of emotion regulation; that effective strategies depend on the emotion being regulated. All participants favored repairing a negative situation to reduce anger and behavioral distraction to reduce sadness and fear. Finally, the more children indicated that venting would reduce negative emotions, the lower their maternal report of social skills. Findings are discussed in terms of functional emotion theory and implications of emotion-regulation understanding for child adjustment. PMID:19724663

  15. Emotion regulation in bereavement: searching for and finding emotional support in social network sites

    NASA Astrophysics Data System (ADS)

    Döveling, Katrin

    2015-04-01

    In an age of rising impact of online communication in social network sites (SNS), emotional interaction is neither limited nor restricted by time or space. Bereavement extends to the anonymity of cyberspace. What role does virtual interaction play in SNS in dealing with the basic human emotion of grief caused by the loss of a beloved person? The analysis laid out in this article provides answers in light of an interdisciplinary perspective on online bereavement. Relevant lines of research are scrutinized. After laying out the theoretical spectrum for the study, hypotheses based on a prior in-depth qualitative content analysis of 179 postings in three different German online bereavement platforms are proposed and scrutinized in a quantitative content analysis (2127 postings from 318 users). Emotion regulation patterns in SNS and similarities as well as differences in online bereavement of children, adolescents and adults are revealed. Large-scale quantitative findings into central motives, patterns, and restorative effects of online shared bereavement in regulating distress, fostering personal empowerment, and engendering meaning are presented. The article closes with implications for further analysis in memorialization practices.

  16. The benefits of chess for the intellectual and social-emotional enrichment in schoolchildren.

    PubMed

    Aciego, Ramón; García, Lorena; Betancort, Moisés

    2012-07-01

    This paper examines the benefits of regularly playing chess for the intellectual and social-emotional enrichment of a group of 170 schoolchildren from 6-16 years old. It is based on a quasi-experimental design, where the independent variable was the extracurricular activity of chess (n = 170) versus extracurricular activities of soccer or basketball (n = 60). The dependent variable was intellectual and socio-affective competence, which was measured by an IQ test (WISC-R), a self-report test (TAMAI) and a hetero-report questionnaire (teacher-tutor's criterion) applied at the beginning and the end of the academic year. In contrast to the comparison group, it was found that chess improves cognitive abilities, coping and problem-solving capacity, and even socioaffective development of children and adolescents who practice it. The results are modulated, particularly in the area socioaffective, by the personal profile of students who choose practice this activity.

  17. The benefits of chess for the intellectual and social-emotional enrichment in schoolchildren.

    PubMed

    Aciego, Ramón; García, Lorena; Betancort, Moisés

    2012-07-01

    This paper examines the benefits of regularly playing chess for the intellectual and social-emotional enrichment of a group of 170 schoolchildren from 6-16 years old. It is based on a quasi-experimental design, where the independent variable was the extracurricular activity of chess (n = 170) versus extracurricular activities of soccer or basketball (n = 60). The dependent variable was intellectual and socio-affective competence, which was measured by an IQ test (WISC-R), a self-report test (TAMAI) and a hetero-report questionnaire (teacher-tutor's criterion) applied at the beginning and the end of the academic year. In contrast to the comparison group, it was found that chess improves cognitive abilities, coping and problem-solving capacity, and even socioaffective development of children and adolescents who practice it. The results are modulated, particularly in the area socioaffective, by the personal profile of students who choose practice this activity. PMID:22774429

  18. School-related and social-emotional outcomes of providing mental health services in schools.

    PubMed

    Ballard, Kristin L; Sander, Mark A; Klimes-Dougan, Bonnie

    2014-02-01

    This study evaluated student outcomes of an expanded school mental health (ESMH) model that placed community mental health clinicians on-site in schools to identify and treat children with mental health needs. The first aim of this study was to consider school-related outcomes (suspension rates and attendance rates) for those students who received ESMH treatment (n = 159) were compared to a matched high-risk sample that did not receive such services (n = 148). Results demonstrated differences between groups over time on measures of suspensions and attendance but not academic achievement. The second aim of this study was to evaluate change in social-emotional functioning (Strengths and Difficulties Questionnaire Scores) over time for the treatment group. Results indicated significant improvements on several parent and teacher ratings. Despite limitations of the ESMH framework examined in this study, the overall results suggest some promising advantages for students who received ESMH services. PMID:24337471

  19. Participation in Social Media as Academic Service (Invited)

    NASA Astrophysics Data System (ADS)

    Wright, D. J.

    2013-12-01

    We are all familiar with the three-legged stool of standard academic practice -- research, teaching, and service -- especially as it pertains to promotion and tenure. For example, many studies are emerging on the various ways that social media can be effectively used in teaching at all levels. Researchers are using analytical tools to turn social media feeds into useful indicators of human pattern and process. Darling et al. (2013) investigate the usefulness of Twitter for the development and distribution of scientific knowledge, including within the life cycle of scientific publication. However, the author focuses here on the use of social media as related to the traditional forms of academic "service:" i.e., participation on a committee or a board, in strategic planning or development of programs, in coordination of a seminar series or workshop, in professional reviews of books, papers, proposals, delivery of a public lectures to a civic group, giving an interview to a journalist on one's research or practice, even providing testimony to a group of policymakers. The author shares personal and institutional/organizational perspectives on how appropriate social media interaction in this context, can be viewed as a necessary (even daily) part of professional practice, and thus yet another moniker of good scientific behavior (especially as a model for students and early-career faculty), and of the "gift culture" of scholarship. For example, the "live tweeting" of ideas and summary points from paper sessions at scholarly meetings is gaining popularity, especially to inform those who could not attend. Other modes of contribution to intellectual communities range from advertising calls for special issues, proposals, participation in specialists meetings, to showcasing the real-time effects of natural disasters via social media feeds embedded in maps. Indeed, there is much discussion of "innovation" in research and in teaching, but can the speed and structure of social

  20. Fostering Social and Emotional Skills for Well-Being and Social Progress

    ERIC Educational Resources Information Center

    Miyamoto, Koji; Huerta, Maria C.; Kubacka, Katarzyna

    2015-01-01

    Children need a balanced set of cognitive, social and emotional capabilities to adapt to today's demanding, changing and unpredictable world. OECD countries and partner economies recognise the importance on the holistic development of individuals. However, there are big gaps between stakeholders' knowledge, expectations and practices on how to…

  1. How You Think about Your Intelligence Determines How You Feel in School: The Role of Theories of Intelligence on Academic Emotions

    ERIC Educational Resources Information Center

    King, Ronnel B.; McInerney, Dennis M.; Watkins, David A.

    2012-01-01

    Research on implicit theories of intelligence and academic emotions have proceeded in parallel with little cross-over of ideas. This study aims to examine the potential synergies that may exist between these two strands of research by examining whether implicit theories of intelligence can function as a predictor of academic emotions when situated…

  2. Parental Book Reading and Social-Emotional Outcomes for Head Start Children in Foster Care.

    PubMed

    Lee, Kyunghee; Lee, Jung-Sook

    2016-01-01

    This study examines the associations between parental book reading and social-emotional outcomes for Head Start children in foster care. Despite no main Head Start impact on parental book reading, subgroup effects were found. Foster parents in Head Start provided more book reading for children with disabilities but less for children with low preacademic scores. Head Start enhanced social-emotional outcomes for children in foster care. The positive impacts of Head Start on children's social-emotional outcomes were greater when parents read books frequently. Head Start should include more foster families and provided parenting skills to enhance social-emotional outcomes for children in foster care.

  3. Emotion Dysregulation and Anxiety in Adults with ASD: Does Social Motivation Play a Role?

    PubMed

    Swain, Deanna; Scarpa, Angela; White, Susan; Laugeson, Elizabeth

    2015-12-01

    Young adults with ASD and no intellectual impairment are more likely to exhibit clinical levels of anxiety than typically developing peers (DSM-5, American Psychiatric Association, 2013). This study tests a mechanistic model in which anxiety culminates via emotion dysregulation and social motivation. Adults with ASD (49 males, 20 females) completed self-report measures on emotion regulation, caregivers completed measures on ASD severity and both on social anxiety. Results indicated that emotion dysregulation (p < .001; p < .05) and social motivation (p < .05, p < .001) significantly predicted social anxiety as reported by caregivers and young adults respectively. However, social motivation did not appear to play a moderating role in the relationship between emotion regulation and anxiety, even when controlling for social awareness. Significant predictor variables of social anxiety varied based on reporter (i.e. caregiver versus young adult), with difficulty engaging in goal-directed behaviors during negative emotions serving as the only shared predictor. PMID:26319254

  4. Emotion Dysregulation and Anxiety in Adults with ASD: Does Social Motivation Play a Role?

    PubMed

    Swain, Deanna; Scarpa, Angela; White, Susan; Laugeson, Elizabeth

    2015-12-01

    Young adults with ASD and no intellectual impairment are more likely to exhibit clinical levels of anxiety than typically developing peers (DSM-5, American Psychiatric Association, 2013). This study tests a mechanistic model in which anxiety culminates via emotion dysregulation and social motivation. Adults with ASD (49 males, 20 females) completed self-report measures on emotion regulation, caregivers completed measures on ASD severity and both on social anxiety. Results indicated that emotion dysregulation (p < .001; p < .05) and social motivation (p < .05, p < .001) significantly predicted social anxiety as reported by caregivers and young adults respectively. However, social motivation did not appear to play a moderating role in the relationship between emotion regulation and anxiety, even when controlling for social awareness. Significant predictor variables of social anxiety varied based on reporter (i.e. caregiver versus young adult), with difficulty engaging in goal-directed behaviors during negative emotions serving as the only shared predictor.

  5. The social perception of emotional abilities: expanding what we know about observer ratings of emotional intelligence.

    PubMed

    Elfenbein, Hillary Anger; Barsade, Sigal G; Eisenkraft, Noah

    2015-02-01

    We examine the social perception of emotional intelligence (EI) through the use of observer ratings. Individuals frequently judge others' emotional abilities in real-world settings, yet we know little about the properties of such ratings. This article examines the social perception of EI and expands the evidence to evaluate its reliability and cross-judge agreement, as well as its convergent, divergent, and predictive validity. Three studies use real-world colleagues as observers and data from 2,521 participants. Results indicate significant consensus across observers about targets' EI, moderate but significant self-observer agreement, and modest but relatively consistent discriminant validity across the components of EI. Observer ratings significantly predicted interdependent task performance, even after controlling for numerous factors. Notably, predictive validity was greater for observer-rated than for self-rated or ability-tested EI. We discuss the minimal associations of observer ratings with ability-tested EI, study limitations, future directions, and practical implications. PMID:25664949

  6. The Role of Parent Psychopathology in Emotion Socialization.

    PubMed

    Breaux, Rosanna P; Harvey, Elizabeth A; Lugo-Candelas, Claudia I

    2016-05-01

    This study examined the relation between parent psychopathology symptoms and emotion socialization practices in a sample of mothers and fathers of preschool-aged children with behavior problems (N = 109, M age = 44.60 months, 50 % male). Each parent completed a self-report rating scale of their psychopathology symptoms and audio-recorded naturalistic interactions with their children, which were coded for reactions to child negative affect. Results supported a spillover hypothesis for mothers. Specifically, mothers who reported greater overall psychopathology symptoms, anxiety symptoms, substance use, and borderline and Cluster A personality symptoms were more likely to exhibit non-supportive reactions. Additionally, mothers who reported greater anxiety and Cluster A personality symptoms were more likely to not respond to child negative affect. Compensatory and crossover hypotheses were also supported. Partners of mothers who reported high levels of anxiety were more likely to use supportive reactions to child negative affect. In contrast, partners of mothers who reported high levels of borderline and Cluster A personality symptoms and overall psychopathology symptoms were more likely to show non-supportive reactions. With the exception of borderline personality symptoms, fathers' psychopathology was unrelated to parental responses to child negative affect. Results highlight the importance of maternal psychopathology in parental emotion socialization practices.

  7. Achievement and Social Goals of Younger and Older Elementary Students: Response to Academic and Social Failure

    ERIC Educational Resources Information Center

    Zentall, Sydney S.; Beike, Suzanne M.

    2012-01-01

    Children with mild disabilities experience sufficient failure to produce negative future expectations (goals), which may compound early academic and social deficits. This research compared the teacher- and student-rated goals of 57 children at two age levels, who were average learners, had a reading problem/disability (RP), and were hyperactive or…

  8. The Relationship between Emotional Competence and Social Competence in Early Adolescence.

    ERIC Educational Resources Information Center

    Vorbach, Anne Marie; Foster, Sharon F.

    This study examined emotional and social competence in early adolescence, focusing on the relationship between the ability to identify the emotions of another, emotion regulation, friendship quality, and peer-identified prosocial and overtly aggressive behavior. Gender was examined for potential moderator status. Participating in the study were…

  9. Attending to emotions is sharing of emotions - A multidisciplinary perspective to social attention and emotional sharing. Comment on Zahavi and Rochat (2015).

    PubMed

    Bader, Oren

    2016-05-01

    Attending to bodily expression of emotions plays an important role in the human social world. It provides subjects with valuable information, constructs opportunities to act, and importantly, as Daniel Stern pointed out, it is involved in the constitution of the direct experience of others. Whether mutual or one-sided, these direct experiences, in which the subject can share the perspectives and attitudes of other subjects, always comprise one person's bodily expression of emotions that is available to another person. In this article I suggest that attending to other subjects' expressed emotions involves a special (social) mode of attention and emotional sharing. This suggestion challenges Dan Zahavi's view that confines the sharing of emotions solely to reciprocal experiences.

  10. Applying the polyvagal theory to children's emotion regulation: Social context, socialization, and adjustment.

    PubMed

    Hastings, Paul D; Nuselovici, Jacob N; Utendale, William T; Coutya, Julie; McShane, Kelly E; Sullivan, Caroline

    2008-12-01

    Effective emotion regulation is essential for children's positive development. Polyvagal theory provides a framework for understanding how parasympathetic regulation of cardiac activity contributes to children's adaptive versus maladaptive functioning. Maintenance of cardiac respiratory sinus arrhythmia (RSA) under social challenge should support emotion regulation and behavioral adjustment. Children's effective parasympathetic regulation and behavioral adjustment should be supported by appropriate parental socialization. These proposals were evaluated in a short-term longitudinal study of 94 preschool-aged children. Parenting and basal RSA were measured at home, then 6-10 months later behavioral adjustment and RSA in lab baseline and socially challenging contexts were measured. Children with relatively higher RSA in social challenge than at baseline (DeltaRSA) had fewer internalizing problems (IP) and externalizing problems (EP), and better behavioral self-regulation (SR). Mothers who used more negative control had children with lower DeltaRSA, more IP and EP, and less SR. Structural equation modeling showed that vagal regulation mediated associations between maternal negative control and children's adjustment; maternal negative control did not predict EP or SR after accounting for DeltaRSA. Associations were consistent across boys and girls, with one exception: Higher DeltaRSA was significantly associated with fewer EP in boys only. These findings suggest that the practical significance of physiological regulation might be best revealed in ecologically valid procedures, and that children's physiological mechanisms of emotion regulation are shaped by their experiences of parental socialization. PMID:18722499

  11. Applying the polyvagal theory to children's emotion regulation: Social context, socialization, and adjustment.

    PubMed

    Hastings, Paul D; Nuselovici, Jacob N; Utendale, William T; Coutya, Julie; McShane, Kelly E; Sullivan, Caroline

    2008-12-01

    Effective emotion regulation is essential for children's positive development. Polyvagal theory provides a framework for understanding how parasympathetic regulation of cardiac activity contributes to children's adaptive versus maladaptive functioning. Maintenance of cardiac respiratory sinus arrhythmia (RSA) under social challenge should support emotion regulation and behavioral adjustment. Children's effective parasympathetic regulation and behavioral adjustment should be supported by appropriate parental socialization. These proposals were evaluated in a short-term longitudinal study of 94 preschool-aged children. Parenting and basal RSA were measured at home, then 6-10 months later behavioral adjustment and RSA in lab baseline and socially challenging contexts were measured. Children with relatively higher RSA in social challenge than at baseline (DeltaRSA) had fewer internalizing problems (IP) and externalizing problems (EP), and better behavioral self-regulation (SR). Mothers who used more negative control had children with lower DeltaRSA, more IP and EP, and less SR. Structural equation modeling showed that vagal regulation mediated associations between maternal negative control and children's adjustment; maternal negative control did not predict EP or SR after accounting for DeltaRSA. Associations were consistent across boys and girls, with one exception: Higher DeltaRSA was significantly associated with fewer EP in boys only. These findings suggest that the practical significance of physiological regulation might be best revealed in ecologically valid procedures, and that children's physiological mechanisms of emotion regulation are shaped by their experiences of parental socialization.

  12. Gender Differences in Caregiver Emotion Socialization of Low-Income Toddlers

    PubMed Central

    Chaplin, Tara M.; Casey, James; Sinha, Rajita; Mayes, Linda C.

    2010-01-01

    Low-income children are at elevated risk for emotion-related problems; however, little research has examined gender and emotion socialization in low-income families. The authors describe the ways in which emotion socialization may differ for low-income versus middle-income families. They also present empirical data on low-income caregivers’ responses to their toddlers’ emotion displays, with findings indicating more supportive and fewer punitive responses to boys’ anger than to girls’, but few gender differences for sadness/ anxiety. Finally, they present two models (the emotion competence model and differential emotions model) for understanding relations between emotion socialization and the development of psychopathology, particularly in low-income children. PMID:20552657

  13. Gender differences in caregiver emotion socialization of low-income toddlers.

    PubMed

    Chaplin, Tara M; Casey, James; Sinha, Rajita; Mayes, Linda C

    2010-01-01

    Low-income children are at elevated risk for emotion-related problems; however, little research has examined gender and emotion socialization in low-income families. The authors describe the ways in which emotion socialization may differ for low-income versus middle-income families. They also present empirical data on low-income caregivers' responses to their toddlers' emotion displays, with findings indicating more supportive and fewer punitive responses to boys' anger than to girls', but few gender differences for sadness/anxiety. Finally, they present two models (the emotion competence model and differential emotions model) for understanding relations between emotion socialization and the development of psychopathology, particularly in low-income children.

  14. Assessing the Roles of Student Engagement and Academic Emotions within Middle School Computer- Based Learning in College-Going Pathways

    ERIC Educational Resources Information Center

    San Pedro, Maria Ofelia Z.

    2015-01-01

    This dissertation research focuses on assessing student behavior, academic emotions, and knowledge from a middle school online learning environment, and analyzing their potential effects on decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to postsecondary years, I leverage…

  15. Emotional Intelligence and Academic Achievement among Senior Black Students Enrolled in Baccalaureate Nursing Programs: Implications for Nursing Education

    ERIC Educational Resources Information Center

    Nwabuebo, Elizabeth

    2013-01-01

    This quantitative correlational study investigated the relationship between trait emotional intelligence (EI) and academic achievement as evident by Grade Point Average (GPA) among senior Black students enrolled in Baccalaureate Science nursing (BSN) programs within the United States. Participants were invited via the Internet to volunteer for the…

  16. Adolescents' Perception of the Psychological Security of School Environment, Emotional Development and Academic Performance in Secondary Schools in Gombe Metropolis

    ERIC Educational Resources Information Center

    Musa, Alice K. J.; Meshak, Bibi; Sagir, Jummai Ibrahim

    2016-01-01

    The purpose of the study was to determine adolescents' perceptions of the psychological security of their schools environments and their relationship with their emotional development and academic performance in secondary schools in Gombe Metropolis. A sample of 239 (107 males and 133 females) secondary school students selected via stratified…

  17. Early Adolescent Attachment to Parents, Emotional Problems, and Teacher-Academic Worries about the Middle School Transition

    ERIC Educational Resources Information Center

    Duchesne, Stephane; Ratelle, Catherine F.; Poitras, Sarah-Caroline; Drouin, Evelyne

    2009-01-01

    This study examines how attachment to mother and father predicts worries about academic demands and relationships with teachers generated by the transition from elementary to middle school through its contribution to adolescents' emotional problems (depression and anxiety). The study sample includes 626 young adolescents (289 boys and 337 girls)…

  18. Parental Involvement and African American and European American Adolescents' Academic, Behavioral, and Emotional Development in Secondary School

    ERIC Educational Resources Information Center

    Wang, Ming-Te; Hill, Nancy E.; Hofkens, Tara

    2014-01-01

    This study examined longitudinal trajectories of parental involvement across middle and high school, and how these trajectories related to adolescents' academic, behavioral, and emotional adjustment. In addition, ethnic and socioeconomic status differences in longitudinal associations and the potential moderating role of parental warmth were…

  19. Assessing Teachers' Judgements of Students' Academic Motivation and Emotions across Two Rating Methods

    ERIC Educational Resources Information Center

    Zhu, Mingjing; Urhahne, Detlef

    2014-01-01

    The present study examines the accuracy of teachers' judgements about students' motivation and emotions in English learning with two different rating methods. A sample of 480 sixth-grade Chinese students reported their academic self-concept, learning effort, enjoyment, and test anxiety via a questionnaire and were rated on these…

  20. Does Written Emotional Disclosure about Stress Improve College Students' Academic Performance? Results from Three Randomized, Controlled Studies

    ERIC Educational Resources Information Center

    Radcliffe, Alison M.; Stevenson, Jennifer K.; Lumley, Mark A.; D'Souza, Pamela J.; Kraft, Christina A.

    2011-01-01

    Several early studies and subsequent reviews suggested that written emotional disclosure (WED)--writing repeatedly about personal stressful experiences--leads to improved academic performance of college students. A critical review of available studies casts some doubt on this conclusion, so we conducted three randomized, controlled experiments of…

  1. Coping Self-Efficacy and Academic Stress among Hispanic First-Year College Students: The Moderating Role of Emotional Intelligence

    ERIC Educational Resources Information Center

    Watson, Joshua C.; Watson, April A.

    2016-01-01

    In this study, the authors examined the role that emotional intelligence plays in moderating the relationship between academic stress and coping self-efficacy among a sample of 125 Hispanic 1st-year college students enrolled at a medium-size, southern Hispanic-serving institution. Results of a 2-stage hierarchical multiple regression analysis…

  2. Parent Emotion Socialization Practices and Child Self-regulation as Predictors of Child Anxiety: The Mediating Role of Cardiac Variability.

    PubMed

    Williams, Sarah R; Woodruff-Borden, Janet

    2015-08-01

    The importance of the parent-child relationship in emotional development is well supported. The parental role of facilitating a child's self-regulation may provide a more focused approach for examining the role of parenting in child anxiety. The current study hypothesized that parent emotion socialization practices would predict a child's abilities in self-regulation. Given that physiological arousal has been implicated in emotional development, this was hypothesized to mediate the relationship between parental emotion socialization and child emotion regulation to predict child anxiety. Eighty-five parent and child dyads participated in the study. Parents reporting higher degrees of unsupportive emotion socialization were more likely to have children with fewer abilities in emotion regulation. Cardiac responsiveness mediated the relationship between unsupportive emotion socialization and child emotion regulation. The model of cardiac responsiveness mediating the relationship between unsupportive emotion socialization and child emotion regulation failed to reach statistical significance in predicting child anxiety symptoms. PMID:25204571

  3. Parent Emotion Socialization Practices and Child Self-regulation as Predictors of Child Anxiety: The Mediating Role of Cardiac Variability.

    PubMed

    Williams, Sarah R; Woodruff-Borden, Janet

    2015-08-01

    The importance of the parent-child relationship in emotional development is well supported. The parental role of facilitating a child's self-regulation may provide a more focused approach for examining the role of parenting in child anxiety. The current study hypothesized that parent emotion socialization practices would predict a child's abilities in self-regulation. Given that physiological arousal has been implicated in emotional development, this was hypothesized to mediate the relationship between parental emotion socialization and child emotion regulation to predict child anxiety. Eighty-five parent and child dyads participated in the study. Parents reporting higher degrees of unsupportive emotion socialization were more likely to have children with fewer abilities in emotion regulation. Cardiac responsiveness mediated the relationship between unsupportive emotion socialization and child emotion regulation. The model of cardiac responsiveness mediating the relationship between unsupportive emotion socialization and child emotion regulation failed to reach statistical significance in predicting child anxiety symptoms.

  4. Mothers' Socialization Goals, Mothers' Emotion Socialization Behaviors, Child Emotion Regulation, and Child Socioemotional Functioning in Urban India

    ERIC Educational Resources Information Center

    Raval, Vaishali V.; Raval, Pratiksha H.; Deo, Neeraj

    2014-01-01

    Studies examining the link between parental socialization and child functioning in varying cultural contexts are scarce. Focusing on early adolescents in suburban middle-class families in India, the present study examined interrelations among reports of mothers' socialization goals, socialization behaviors in response to child emotion, child…

  5. The relationship between emotional intelligence and academic stress in students of medical sciences

    PubMed Central

    Miri, Mohammad Reza; Kermani, Tayyebe; Khoshbakht, Hoda; Moodi, Mitra

    2013-01-01

    Background and Aim: Emotional intelligence (EI) theory provides a view about predicting effective factors in people's lives whether in education or profession. According to earlier studies, people who have higher emotional skills are more successful in many of life aspects :e.g., reaction to stress and controlling stress situations. Since students are the future of society, this study was carried out to evaluate the relationship between EI and education stress in the students of Birjand University of Medical Sciences (BUMS). Materials and Methods: In this cross-sectional study, 260 students were selected by proportional sampling in four faculties: Medicine, Nursing and Midwifery, Paramedical Sciences, and Health. Data were collected using two questionnaires: The standardized EI Shering's (33 questions, five domains) and the Student-Life Stress Inventory (57 questions, nine domains). The obtained data were analyzed by independent t-test, Pearson's correlation coefficient, and linear regression at the significant level of α = 0.05. Results: Totally, 65.8% of participants were females and 31.1% were males. The educational level of the participants included Associate's degree (44.6%) Bachelor's degree in science (31.2%), and medical science (23.1%). There was no significant correlation between EI scores and educational stress in students. But there was a significant relationship between EI with sex (P = 0.02) and mean of EI scores with three domains of academic stress: Personal favorites (P = 0.004), reaction to stressors (P = 0.002), and performance in stressful situations (P = 0.001). Conclusion: Although EI growth in different individuals can promote their success, it cannot decrease academic stress by itself which was particularly significant in females. Therefore, other causes of stress such as individual differences must be taken into consideration. PMID:24083290

  6. Associations between social anxiety and emotional intelligence within clinically depressed patients.

    PubMed

    Nolidin, Karen; Downey, Luke A; Hansen, Karen; Schweitzer, Issac; Stough, Con

    2013-12-01

    Impairments in emotional intelligence (EI) have been found in individuals with high general and social anxiety; however, no studies have examined this relationship in a clinically depressed population. Thirty-one patients (11 male, 20 female) with a DSM-IV-TR diagnosis of a major affective disorder and 28 non-clinical controls (5 male, 23 female) completed self-report instruments assessing EI, depression and social anxiety. Compared to a control group, the clinical group scored lower on the EI dimensions of Emotional Recognition and Expression, Understanding Emotions, Emotional Management, and Emotional Control. Regression analyses revealed Emotional Control was a significant predictor of interaction, performance, and generalised social anxiety. Self-report measures of EI may have predictive value in terms of early identification of those at risk of developing social anxiety and depression. The current study points to the potential value of conducting further studies of a prospective nature.

  7. Social Anxiety and Positive Emotions: A Prospective Examination of a Self-Regulatory Model with Tendencies to Suppress or Express Emotions as a Moderating Variable

    ERIC Educational Resources Information Center

    Kashdan, Todd B.; Breen, William E.

    2008-01-01

    The purpose of the present study was to examine social anxiety as a predictor of positive emotions using a short-term prospective design. We examined whether the effects of social anxiety on positive emotions are moderated by tendencies to openly express or suppress emotions. Over the course of a 3-month interval, people with excessive social…

  8. Resilience as a mediator in emotional social support's relationship with occupational psychology health in firefighters.

    PubMed

    Bernabé, Miguel; Botia, José Manuel

    2016-08-01

    This study's objective is to examine the relationship between emotional demands and emotional social support at work, and the impact of resilience on health. A cross-sectional study of 156 firefighters was conducted. Descriptive analyses of the study's variables were performed, along with structural equation analysis and hierarchical regression analysis. The results suggest statistically significant relationships among the study's variables. Social support from one's boss and intense emotional demands were found to have an interaction effect on firefighters' resilience. The findings confirm the mediating role of resilience and the relationship with emotional social support from the boss on firefighters' occupational health. PMID:25603928

  9. So Much Social Media, so Little Time: Using Student Feedback to Guide Academic Library Social Media Strategy

    ERIC Educational Resources Information Center

    Brookbank, Elizabeth

    2015-01-01

    The majority of college students use social media of some kind, and academic libraries are increasingly using social media to reach them. Although studies have analyzed which platforms academic libraries most commonly use and case studies have provided examples of how libraries use specific platforms, there are few examinations of the usage habits…

  10. The Development of Emotional Competence. The Guilford Series on Social and Emotional Development.

    ERIC Educational Resources Information Center

    Saarni, Carolyn

    The concept of emotional competence entails resilience, self-efficacy, and acting in accord with one's sense of moral character. This suggests argues that emotional competence is demonstrated by the self-efficacy in emotion-eliciting encounters and identifies eight key emotional skills that support its acquisition in interpersonal contexts. The…

  11. Oral Academic Discourse Socialization of In-Service Teachers in a TEFL Program

    ERIC Educational Resources Information Center

    Ahmadi, Parviz; Samad, Arshad Abd.

    2015-01-01

    Oral academic discourse socialization refers to a process through which students learn about the conventions and practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the interactions of the participant teachers with their peers and instructors as well as their engagement with academic texts.…

  12. Social Network Perspectives Reveal Strength of Academic Developers as Weak Ties

    ERIC Educational Resources Information Center

    Matthews, Kelly E.; Crampton, Andrea; Hill, Matthew; Johnson, Elizabeth D.; Sharma, Manjula D.; Varsavsky, Cristina

    2015-01-01

    Social network perspectives acknowledge the influence of disciplinary cultures on academics' teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national…

  13. Computer-mediated communication preferences predict biobehavioral measures of social-emotional functioning.

    PubMed

    Babkirk, Sarah; Luehring-Jones, Peter; Dennis-Tiwary, Tracy A

    2016-12-01

    The use of computer-mediated communication (CMC) as a form of social interaction has become increasingly prevalent, yet few studies examine individual differences that may shed light on implications of CMC for adjustment. The current study examined neurocognitive individual differences associated with preferences to use technology in relation to social-emotional outcomes. In Study 1 (N = 91), a self-report measure, the Social Media Communication Questionnaire (SMCQ), was evaluated as an assessment of preferences for communicating positive and negative emotions on a scale ranging from purely via CMC to purely face-to-face. In Study 2, SMCQ preferences were examined in relation to event-related potentials (ERPs) associated with early emotional attention capture and reactivity (the frontal N1) and later sustained emotional processing and regulation (the late positive potential (LPP)). Electroencephalography (EEG) was recorded while 22 participants passively viewed emotional and neutral pictures and completed an emotion regulation task with instructions to increase, decrease, or maintain their emotional responses. A greater preference for CMC was associated with reduced size of and satisfaction with social support, greater early (N1) attention capture by emotional stimuli, and reduced LPP amplitudes to unpleasant stimuli in the increase emotion regulatory task. These findings are discussed in the context of possible emotion- and social-regulatory functions of CMC.

  14. Associations between Young Children's Emotion Attributions and Prediction of Outcome in Differing Social Situations

    ERIC Educational Resources Information Center

    Eivers, Areana R.; Brendgen, Mara; Borge, Anne I. H.

    2010-01-01

    Associations between young children's attributions of emotion at different points in a story, and with regard to their own prediction about the story's outcome, were investigated using two hypothetical scenarios of social and emotional challenge (social entry and negative event). First grade children (N = 250) showed an understanding that emotions…

  15. Approaches of a Secondary Music Teacher in Response to the Social and Emotional Lives of Students

    ERIC Educational Resources Information Center

    Edgar, Scott

    2015-01-01

    Music teachers interact regularly with students experiencing social and emotional challenges and are often under-prepared to do so. The purpose of this study was to examine approaches of a secondary general music teacher in responding to the social and emotional challenges of eight students in a music classroom at an alternative high school. A…

  16. The Relation of Children's Everyday Nonsocial Peer Play Behavior to Their Emotionality, Regulation, and Social Functioning

    ERIC Educational Resources Information Center

    Spinrad, Tracy L.; Eisenberg, Nancy; Harris, Elizabeth; Hanish, Laura; Fabes, Richard A.; Kupanoff, Kristina; Ringwald, Staci; Holmes, Julie

    2004-01-01

    The relations of children's nonsocial behavior to their emotionality, regulation, and social functioning were examined in a short-term longitudinal study. Parents (primarily mothers) and teachers rated children's effortful regulation, emotionality, asocial behaviors, problem behaviors, and social acceptance, and children's nonsocial play behaviors…

  17. Creating a Positive Social-Emotional Climate in Your Elementary Physical Education Program

    ERIC Educational Resources Information Center

    Gagnon, Amy G.

    2016-01-01

    Creating a positive social-emotional climate must be the backbone of a quality elementary physical education program. The need to belong, have friends, and feel emotionally safe are basic needs everyone has, but meeting these needs in the classroom can be challenging at times. Strategies regarding how to implement a positive social-emotional…

  18. Child Care Teachers' Beliefs and Practices regarding Socialization of Emotion in Young Children

    ERIC Educational Resources Information Center

    Ahn, Hey Jun

    2005-01-01

    This study examines teachers' beliefs and their practices of emotional socialization in three child care centers. Interviews with teachers revealed that teachers shared some, but not all, of their beliefs with regard to their role in children's emotional development and views of their own socialization practices. The findings from classroom…

  19. Moderators of the Relation between Shyness and Behavior with Peers: Cortisol Dysregulation and Maternal Emotion Socialization

    ERIC Educational Resources Information Center

    Davis, Elizabeth L.; Buss, Kristin A.

    2012-01-01

    This study investigated the relations among shyness, physiological dysregulation, and maternal emotion socialization in predicting children's social behavior with peers during the kindergarten year (N = 66; 29 girls). For shy children, interactions with peers represent potential stressors that can elicit negative emotion and physiological…

  20. Early Childhood Education Directors' Impact on Social-Emotional Teaching and Learning

    ERIC Educational Resources Information Center

    Zinsser, Katherine M.

    2013-01-01

    Early childhood education (ECE) centers are more than a series of contiguous classrooms. They are vibrant social communities where child and adult emotions are ever-present and integral to learning. Although much research has focused on classroom quality and teacher-child interactions that support children's social-emotional development,…