SOCIAL AND EMOTIONAL COMPETENCIES AND ACADEMIC ACHIEVEMENT IN ELEMENTARY SCHOOL STUDENTS
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Oct 27, 2020
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Various scientific researches undoubtedly confirm the importance of children's social and emotional competencies in their achievement and the overall life satisfaction. Therefore, the conclusion that logically follows is the premise that children who have developed these competencies tend to be more caring, happy, responsible, with an overall better psycho-physical health and success in life in general. This research aimed to examine social and emotional competencies in elementary school children by using the Behavioural and Emotional Rating Scale – 2nd edition (Epstein, 2004), and to examine their connection to academic achievement. Participants were sixth-grade students from three elementary schools in Split and one elementary school in Šestanovac (N=115). The results pointed out to the average and above-average social and emotional strengths of the majority of participants, while there was no significant correlation found between the overall social and emotional competencies (Strength Index) and the school achievement. There was no positive correlation between the development of social and emotional competencies and the academic achievement, in a way that children with more developed competencies had better success in school. A significant positive correlation was found only with School Functioning subscale and the fifth and sixth-grade school achievement.
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Buljubašić Kuzmanović, V., & Botić, T. (2012). Odnos školskog uspjeha i socijalnih vještina kod učenika osnovne škole [Relationship between social skills and academic achievement in elementary school students]. Život i škola: časopis za teoriju i praksu odgoja i obrazovanja, 58(27), 38-53.
Cefai, C., Bartolo, P. A., Cavioni, V., & Downes, P. (2018). Strengthening social and emotional education as a core curricular area across the EU: A review of the international evidence. Analytical Report. Luxemburg: Publications Office of the European Union.
Collaborative for Academic, Social, and Emotional Learning (2003). Safe and Sound: An educational leader’s guide to evidence based social and emotional (SEL) programs. Chicago.
Collaborative for academic, social, and emotional learning (2013). Effective social and emotional learning programs. Preschool and Elementary School Edition.
Cook, E. T., Greenberg, M. T., & Kusche, C. A. (1994). The relations between emotional understanding, intellectual functioning, and disruptive behavior problems in elementary-school-aged children. Journal of abnormal child psychology, 22(2), 205-219.
Dougherty, D., & Sharkey, J. (2017). Reconnecting youth: promoting emotional competence and social support to improve academic achievement. Children and Youth Services Review, 74, 28-34.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432.
Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192-202.
Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion‐related regulation with language skills, emotion knowledge, and academic outcomes. New Directions for Child and Adolescent Development, 2005(109), 109-118.
Elias, M. J., Parker, S., Kash, V. M., Weissberg, R. P., & O’Brien, M. U. (2008). Social and emotional learning, moral education, and character education: A comparative analysis and a view toward convergence. Handbook of Moral and Character Education, 248-266.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K.S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwald-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. USA: Alexandria, Virginia: Association for Supervision and Curriculum Development.
Epstein, M. H. (2004). Behavioural and Emotional rating scale-a strength-based approach to assessment (Second edition): Examiner’s manual. Austin, Texas: PRO-ED, Inc.
Epstein, M. H., Mooney, P., Ryser, G., & Pierce, C. D. (2004). Validity and reliability of the behavioral and emotional rating scale: Youth rating scale. Research on Social Work Practice, 14(5), 358-367.
Gardner, H. (1993). Frames of mind: The theory of multiple Intelligences. New York: Basic Books.
Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64(5), 1461-1474.
Gresham, F. M., & Elliott, S. N. (2017). Social skills improvement system social-emotional learning. Bloomington, MN: NCS Pearson.
Gumora, G., & Arsenio, W. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of school psychology, 40(5), 395-413.
Hao, J. (2015). Piloting the Behavioral and Emotional Rating Scale-2 (BERS-2) in a Chinese primary school. International Master Degree Program in education. Jyvaskyla: Faculty of Education. University of Jyvaskyla.
Haymovitz, E., Houseal-Allport, P., Lee, R. S., & Svistova, J. (2017). Exploring the perceived benefits and limitations of a school-based social-emotional learning program: A concept map evaluation. Children & Schools, 40(1), 45-54.
Kadum-Bošnjak, S., & Brajković, D. (2007). Praćenje, provjeravanje i ocjenjivanje učenika u nastavi. [Monitoring, testing and evaluating pupils in classes] Metodički obzori: časopis za odgojno-obrazovnu teoriju i praksu, 2(4), 35-51.
Lambert, M. C., Sointu, E. T., & Epstein, M. H. (2019). A comprehensive review of international research using the Behavioral and Emotional Rating Scale. International Journal of School & Educational Psychology,7(3), 215-226.
Matijević, M., & Radovanović, D. (2011). Nastava usmjerena na učenika. Zagreb: Školske novine. Zagreb.
Merkaš, M. (2012). Uloga obitelji u razvoju socijalne kompetencije adolescenata [The role of the family in development of adolescent social competence] (Doctoral dissertation). Zagreb: University of Zagreb.
Miljković, D., Đuranović M. & Vidić, T. (2019). Odgoj i obrazovanje- iz teorije u praksu [Education – from theory to practice]. Zagreb: Učiteljski fakultet u Zagrebu, IEP-D2.
Munjas Samarin, R., & Takšić, V. (2009). Programi za poticanje emocionalne i socijalne kompetentnosti kod djece i adolescenata. Suvremena psihologija, 12(2), 355-370.
Oberle, E., & Schonert-Reichl, K. A. (2017). Social and emotional learning: recent research and practical strategies for promoting children’s social and emotional competence in schools. In: Handbook of Social Behavior and Skills in Children (pp. 175-197). Cham: Springer.
Oberle, E., Schonert-Reichl, K. A., Hertzman, C., & Zumbo, B. D. (2014). Social-emotional competencies make the grade: Predicting academic success in early adolescence. Journal of Applied Developmental Psychology, 35(3), 138–147.
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. technical report. Collaborative for Academic, Social, and Emotional Learning (NJ1).
Schonert-Reichl, K. A., Kitil, M. J., & Hanson-Peterson, J. (2017). To reach the students, teach the teachers: A National scan of teacher preparation and social & emotional learning. A Report prepared for CASEL. Collaborative for academic, social, and emotional learning.
Sointu, E. T., Savolainen, H., Lambert, M. C., Lappalainen, K., & Epstein, M. H. (2014). Behavioral and emotional strength-based assessment of Finnish elementary students: Psychometrics of the BERS-2. European Journal of Psychology of Education, 29(1), 1-19.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156-1171.
Uhing, B. M., Mooney, P., & Ryser, G. R. (2005). Differences in strength assessment scores for youth with and without ED across the Youth And Parent Rating Scales of the BERS-2. Journal of Emotional and Behavioral Disorders, 13(3), 181-187.
Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of children's academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100(1), 67.
Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child Development, 62(5), 1066-1078.
Wentzel, K. R. (1994). Family functioning and academic achievement in middle school: A social-emotional perspective. The Journal of Early Adolescence, 14(2), 268-291.
Buljubašić Kuzmanović, V., & Botić, T. (2012). Odnos školskog uspjeha i socijalnih vještina kod učenika osnovne škole [Relationship between social skills and academic achievement in elementary school students]. Život i škola: časopis za teoriju i praksu odgoja i obrazovanja, 58(27), 38-53.
Cefai, C., Bartolo, P. A., Cavioni, V., & Downes, P. (2018). Strengthening social and emotional education as a core curricular area across the EU: A review of the international evidence. Analytical Report. Luxemburg: Publications Office of the European Union.
Collaborative for Academic, Social, and Emotional Learning (2003). Safe and Sound: An educational leader’s guide to evidence based social and emotional (SEL) programs. Chicago.
Collaborative for academic, social, and emotional learning (2013). Effective social and emotional learning programs. Preschool and Elementary School Edition.
Cook, E. T., Greenberg, M. T., & Kusche, C. A. (1994). The relations between emotional understanding, intellectual functioning, and disruptive behavior problems in elementary-school-aged children. Journal of abnormal child psychology, 22(2), 205-219.
Dougherty, D., & Sharkey, J. (2017). Reconnecting youth: promoting emotional competence and social support to improve academic achievement. Children and Youth Services Review, 74, 28-34.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432.
Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192-202.
Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion‐related regulation with language skills, emotion knowledge, and academic outcomes. New Directions for Child and Adolescent Development, 2005(109), 109-118.
Elias, M. J., Parker, S., Kash, V. M., Weissberg, R. P., & O’Brien, M. U. (2008). Social and emotional learning, moral education, and character education: A comparative analysis and a view toward convergence. Handbook of Moral and Character Education, 248-266.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K.S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwald-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. USA: Alexandria, Virginia: Association for Supervision and Curriculum Development.
Epstein, M. H. (2004). Behavioural and Emotional rating scale-a strength-based approach to assessment (Second edition): Examiner’s manual. Austin, Texas: PRO-ED, Inc.
Epstein, M. H., Mooney, P., Ryser, G., & Pierce, C. D. (2004). Validity and reliability of the behavioral and emotional rating scale: Youth rating scale. Research on Social Work Practice, 14(5), 358-367.
Gardner, H. (1993). Frames of mind: The theory of multiple Intelligences. New York: Basic Books.
Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64(5), 1461-1474.
Gresham, F. M., & Elliott, S. N. (2017). Social skills improvement system social-emotional learning. Bloomington, MN: NCS Pearson.
Gumora, G., & Arsenio, W. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of school psychology, 40(5), 395-413.
Hao, J. (2015). Piloting the Behavioral and Emotional Rating Scale-2 (BERS-2) in a Chinese primary school. International Master Degree Program in education. Jyvaskyla: Faculty of Education. University of Jyvaskyla.
Haymovitz, E., Houseal-Allport, P., Lee, R. S., & Svistova, J. (2017). Exploring the perceived benefits and limitations of a school-based social-emotional learning program: A concept map evaluation. Children & Schools, 40(1), 45-54.
Kadum-Bošnjak, S., & Brajković, D. (2007). Praćenje, provjeravanje i ocjenjivanje učenika u nastavi. [Monitoring, testing and evaluating pupils in classes] Metodički obzori: časopis za odgojno-obrazovnu teoriju i praksu, 2(4), 35-51.
Lambert, M. C., Sointu, E. T., & Epstein, M. H. (2019). A comprehensive review of international research using the Behavioral and Emotional Rating Scale. International Journal of School & Educational Psychology,7(3), 215-226.
Matijević, M., & Radovanović, D. (2011). Nastava usmjerena na učenika. Zagreb: Školske novine. Zagreb.
Merkaš, M. (2012). Uloga obitelji u razvoju socijalne kompetencije adolescenata [The role of the family in development of adolescent social competence] (Doctoral dissertation). Zagreb: University of Zagreb.
Miljković, D., Đuranović M. & Vidić, T. (2019). Odgoj i obrazovanje- iz teorije u praksu [Education – from theory to practice]. Zagreb: Učiteljski fakultet u Zagrebu, IEP-D2.
Munjas Samarin, R., & Takšić, V. (2009). Programi za poticanje emocionalne i socijalne kompetentnosti kod djece i adolescenata. Suvremena psihologija, 12(2), 355-370.
Oberle, E., & Schonert-Reichl, K. A. (2017). Social and emotional learning: recent research and practical strategies for promoting children’s social and emotional competence in schools. In: Handbook of Social Behavior and Skills in Children (pp. 175-197). Cham: Springer.
Oberle, E., Schonert-Reichl, K. A., Hertzman, C., & Zumbo, B. D. (2014). Social-emotional competencies make the grade: Predicting academic success in early adolescence. Journal of Applied Developmental Psychology, 35(3), 138–147.
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. technical report. Collaborative for Academic, Social, and Emotional Learning (NJ1).
Schonert-Reichl, K. A., Kitil, M. J., & Hanson-Peterson, J. (2017). To reach the students, teach the teachers: A National scan of teacher preparation and social & emotional learning. A Report prepared for CASEL. Collaborative for academic, social, and emotional learning.
Sointu, E. T., Savolainen, H., Lambert, M. C., Lappalainen, K., & Epstein, M. H. (2014). Behavioral and emotional strength-based assessment of Finnish elementary students: Psychometrics of the BERS-2. European Journal of Psychology of Education, 29(1), 1-19.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156-1171.
Uhing, B. M., Mooney, P., & Ryser, G. R. (2005). Differences in strength assessment scores for youth with and without ED across the Youth And Parent Rating Scales of the BERS-2. Journal of Emotional and Behavioral Disorders, 13(3), 181-187.
Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of children's academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100(1), 67.
Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child Development, 62(5), 1066-1078.
Wentzel, K. R. (1994). Family functioning and academic achievement in middle school: A social-emotional perspective. The Journal of Early Adolescence, 14(2), 268-291.