Study of the directions of development of social and emotional learning in students of the social work specialty
Keywords:
social and emotional learning, emotional intelligence, social skills, emotion management
Abstract
This article examines the levels of components that ensure the development of social and emotional learning in students studying social work, including emotional intelligence, social skills and academic performance. The study was conducted among students of the II-IV courses of the Odlar Yurdu University of the Republic of Azerbaijan studying social work in September 2023. The study involved 88 students studying social work. In the study, the possibilities of sisal and emotional learning were studied during the measurement and application of emotional intelligence, social skills and self-management skills. Research shows that there is a positive relationship between the level of academic achievement and the level of social skills. This relationship is significant at the level of p= 0.05 with a low level of academic achievement. The relationship between social achievements, academic performance and emotional intelligence is significant at p = 0.001. These facts show that there is a link between the achievements of the components of social and emotional learning and the rise or fall of emotional intelligence, as well as an increase in academic achievements, their development can create the basis for the formation of social skills.
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References
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Zvonova, E.E. (2018). Education of emotions in the pedagogy of V. A. Sukho¬mlinsky. Psychology of Learning, 1(3):76–81. https://moluc¬h.ru/c¬onf/stud¬/archive/¬400/¬16675/ (date of access: 10/17/2022)
Ashkanasy, NM, & Humphrey, RH (2011). Current Emotion Research in Organizational - Behavior. Emotion Review,3(2), 214–224. https://doi.org/10.1177/1754073910391684
American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author
Anamitra Basu and Martial Mermillod (2011). Emotional Intelligence and Social- Emotional Learning: An Overview. Psychology Research, 1, 3, 182-185
Antonia D. (2017) Emotional intelligence – Moscow, URL: https://eikids.ru/-novosti/intervyu-s-davide-antonyatstsa-2.html
Behrouz, A., Zahra, F., Rezaie, S. & Seied, Z. (2008). The Predictive Effect of Emotional Intelligence and its Components on Anger and Aggressiveness in Soccer Players. International Journal of Psychology, 2 (2): 36-51 https://www.researchgate.net/publication/271839729_The_Predictive_Effect_of_Emotional_Intelligence_and_its_Components_on_Anger_and_Aggressiveness
Basu A. and Mermillod M. (2011). Emotional Intelligence and Social-Emotional Learning: An Overview. Psychology Research, 1:3, 182-185 https://files. eric.ed.gov/fulltext/ED535684.pdf
Brown, T. (2009). Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. New York: HarperCollins Publishers.
Bavarian, N., Lewis, KM, Acock, A. et al. (2016). Effects of a School-Based Social– Emotional and Character Development Program on Health Behaviors: A Matched-Pair, Cluster-Randomized Controlled Trial. J Primary Prevent 37, 87–105. https://doi.org/10.1007/s10935-016-0417-8
Durlak, JA, Weissberg, RP, Dymnicki, AB, Taylor, RD, & Schellinger, KB (2011). The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82, 405-432. https://doi.org/10.1111/j.1467-8624.2010. 01564.x
Eisenberg N, Valiente C, Eggum ND (2010). Self-Regulation and School Readiness. Early Educ Dev. 1;21(5):681-698. doi: 10.1080/10409289.2010.497451. PMID: 21234283; PMCID: PMC3018834.
Elias, MJ et al. (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Alexandria: Association for Supervision and Curriculum Development, 163 p. https://scirp.org/reference/referencespapers.aspx?referenceid=2140286
Fouka, G & Mantzorou, M. (2011). What are the major ethical issues in conducting research? Is there a conflict between the research ethics and the nature of nursing? Health Science Journal, 5(1), 3-14
Fantuzzo W, Rebecca Bulotsky-Shearer, Rachel A. Fusco, Christine McWayne (2005). An investigation of preschool classroom behavioral adjustment problems and social- emotional school readiness competencies. Early Childhood Research Quarterly, 20:3, 3. 259: 275https://doi.org/10.1016/j.ecresq.2005.07.00
Hall, N. (2007). Positive Psychology and Emotional Intelligence. Positive Psychology News Daily, NY (Editor SM)
Jabbarov, R., Mustafayev, M., Valiyeva, Y., Babayeva, T., & Abbasova, A. (2023). Study of the relationship between emotional intelligence and aggressiveness in students. University Notes, 13 (2), 155–174. https://doi.org/10.17162/au.v13i2.1440
Jabbarov R. (2017). Traumatic factors affecting the self-realization of students//International Journal of Pharmaceutical sciences and research, 8:6.: 2682- 2690.https://scholar.google.com/scholar?cites=13519971926371496046&as_sdt=2005&scio dt=0,5&hl=enJohnson, A., McKay-Jackson, C., & Grumbach, G. (2018). Critical service-learning toolkit: Social work strategies for promoting healthy youth development. Oxford University Press.
Kaplanová, A. (2020). Financial awards and their effect on football players' anxiety and coping skills. Frontiers in Psychology, 11., 6:3: 13-135
Kolodziej, L. (2015). Model-directed learning. Albert Bandura's social cognitive learning theory and its social-psychological significance for school and instruction. GRIN Verlag.
Lindsay A. Bedna, (2019). Social-Emotional Learning for the Alternative High School Hamline University Saint Paul, Minnesota.
Maxwell, JP, & Moores, E. (2008). Measuring aggressiveness and anger, but not aggression? A response to the CAAS critique. Psychology of Sport and Exercise, 9:729– 733. https://www.semanticscholar.org/paper/Measuring-aggressiveness-and- anger%2C
Nelson, D., & Nelson, K. (2003). Emotional intelligence skills: Significant factors in freshman achievement and retention. (ERIC Document Reproduction Service, No. CG032375).
Naimushina LM (2019). Social-emotional learning as a new direction in the development of pedagogical science and practice. Pedagogy yesterday, today, tomorrow. 2. 3.41- 48.
Payne, AA, & Welch, K. (2015). Restorative justice in schools: The influence of race on restorative discipline. Youth & Society, 47 (4), 539–564.
Robazza, C., Pellizzari, M., & Hanin, Y. (2004). Emotion self-regulation and athletic performance: An application of the IZOF model. Psychology of Sport and Exercise, 5, 379–404. DOI: 10.1016/S1469-0292(03)00034
Raver, C. (2002). Emotions matter: Making the case for the role of young children's emotional development for early school readiness. Social Policy Report of the Society for Research in Child Development, 16, 1-20.
Rimm-Kaufman, SE, Curby, TW, Grimm, KJ, Nathanson, L., & Brock, LL (2009). The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45 (4), 958– 972. https://doi.org/10.1037/a0015861
Restad, F. (2021). Exploring the problems and potential of curriculum-making for social learning: Implications for policy and practice. The Curriculum Journal.3:5:145-147
Sergienko, EA (2015). The mental model as a new research paradigm of cognitive psychology. Uchenye zapiski Kazanskogo universiteta. Series: Humanities. 157(4): 265–279. https://cyberleninka.ru/article/n/model-psihicheskogo-kak-novaya
Social Work License Map. (2021, June). Theoretical approaches in social work: Social learning theory. Retrieved August 16, 2021, from https:// ¬socialworkl ¬icence¬map.com/social-work-resources/social-learning-theory-and-its-importance-to-social-work/
Collaborative for Academic, Social, and Emotional Learning. (2021). The CASEL Guide to Schoolwide SEL Essentials. Retrieved from https://schoolguide.casel.org/
Geesa, R. L., Stith, K. M., & Rose, M. A. (2022). Preparing School and District Leaders for Success in Developing and Facilitating Integrative STEM in Higher Education. Journal of Research on Leadership Education, 17(2), 139-159. https://doi.org/10.1177/1942775120962148
Tolan, P., Ross, K., Arkin, N., Godine, N., & Clark, E. (2016). Toward an integrated¬approach to positive development: Implications for intervention. Applied Developmental Science, 20 (3), 214–236.
Taylor, RD, Oberle E, Durlak JA, Weissberg RP (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Dev. 2017 Jul;88(4):1156-1171. doi: 10.1111
Weissberg, RP (2019). Promoting the Social and Emotional Learning of Millions of School Children. Perspectives on Psychological Science, 14(1), 65–69. https://do ¬i.org/1-0.1177/1745691618817756
Zins, JE, & Elias, MJ (2006). Social and emotional learning. In GG Bear & KM Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 1–13). Bethesda, MD: National Association of School Psychologists.
Zvonova, E.E. (2018). Education of emotions in the pedagogy of V. A. Sukho¬mlinsky. Psychology of Learning, 1(3):76–81. https://moluc¬h.ru/c¬onf/stud¬/archive/¬400/¬16675/ (date of access: 10/17/2022)
Published
2024-04-03
How to Cite
Qurbanova , A., Aliyeva , L., Kazımova, S., Muradova, S., & Asgerova , E. (2024). Study of the directions of development of social and emotional learning in students of the social work specialty. Interacción Y Perspectiva, 14(2), 421-437. https://doi.org/10.5281/zenodo.10926819
Section
Artículos de Investigación
