Self-Determination Theory and Socioemotional Learning / / Betsy Ng, editor

• Pubblicazione: Singapore : , : Springer Nature Singapore Pte Ltd, , [2023]; ©2023
• Edizione: First edition.
• Descrizione fisica: 1 online resource (0 pages)
• Disciplina: 155.25
• Soggetto topico: Autonomy (Psychology)
• Persona (resp. second.): NgBetsy
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Intro -- Acknowledgements -- Contents -- Part I Socioemotional Learning in Schools -- 1 Understanding the Socioemotional Learning in Schools: A Perspective of Self-determination Theory -- Introduction -- Literature Review -- Self-determination Theory -- A Theory of Social and Emotional Learning -- Alignment Between SDT and SEL -- Research Gaps -- Purpose of Research -- SDT-Based Strategies for SEL -- Take Student's Perspective -- Vitalize Students' Inner Motivational Resources -- Use Non-pressuring, Informational Language -- Provide Explanatory Rationales -- Display Patience -- Acknowledge and Accept Negative Affect -- Discussion -- Practical Implications and Recommendations -- Future Directions -- Conclusion -- References -- 2 Need Satisfaction and Links with Social-Emotional Motivation and Outcomes Among Students -- Introduction -- Basic Psychological Need Satisfaction -- The Social-Emotional Competence School Model -- Social-Emotional Basic Psychological Need Satisfaction -- Social-Emotion Motivation -- Social-Emotional Behaviors and Well-Being -- Summary -- Empirical Research Linking Need Satisfaction with Motivation and Outcomes -- Implication for Practice -- Autonomy-Support for SEC -- Competence-Support for SEC -- Relatedness-Support -- Implications for Research -- Conclusion -- References -- 3 A Qualitative Study on the Social-Emotional Competencies of Peer Support Champions -- Introduction -- Theoretical Framework -- Self-determination Theory -- Five Core Elements of Social-Emotional Competencies -- Literature Review -- Existing Initiatives of SEL -- Empirical Studies on SDT and SEL -- Purpose of the Study -- Method -- Participants -- Procedure -- Findings and Discussion -- Student Relationship Management -- Student Responsible Decision-Making -- Student Self-management -- Student Social Awareness -- Student Self-awareness. ; Student Intrinsic Motivation -- Student Competence -- Student Autonomy -- Student Relatedness -- Implications and Limitations -- Conclusion -- References -- 4 Perceived Teacher's Autonomy Support and Social-emotional Outcomes in Students: Mediating Effect of Need Satisfaction -- Introduction -- Literature Review -- Self-Determination Theory -- Social and Emotional Learning -- Social-emotional Outcomes -- The Present Study -- Method -- Participants and Procedures -- Measures -- Data Analyses -- Results -- Descriptive Statistics and Correlations -- Regression Analyses -- Discussion -- Key Findings -- Relationships Between Autonomy Support and Social-emotional Outcomes -- Relationships Between Autonomy Support and Need Satisfaction -- Relationships Between Need Satisfaction and Social-emotional Outcomes -- The Mediating Role of Need Satisfaction -- Practical Implications and Limitations -- Conclusion -- References -- 5 Exploring Social-Emotional Competencies of Students Through Peer Support in a Primary School -- Introduction -- Theoretical Framework -- Self-Determination Theory -- Social and Emotional Learning -- Literature Review -- Empirical Research on SEL -- Empirical Research on SDT -- Purpose of Study -- Method -- Participants and Procedure -- Data Analysis -- Results and Discussion -- Relationship with PSCs -- Benefits of Peer Support on Students -- Positive Influences of PSCs -- Students' SECs and Their Perceived PSCs' SEC -- Other Themes -- Implications -- Limitations -- Conclusion -- References -- Part II Socioemotional Competencies for Adolescence and Students' Needs -- 6 Development of Cohesion and Relatedness in the Classroom to Optimize Learning Processes in the Educational Setting -- State of the Art -- Social Relations from the Self-Determination Theory -- Class Cohesion from the Conceptual Model of Cohesion. ; Conclusions and Future Research Directions -- References -- 7 The Basic Psychological Need Satisfaction and Frustration, and Emotional Well-Being of Young At-Risk and Non-at-Risk Students in Singapore -- Introduction -- Self-determination Theory -- Basic Psychological Need Satisfaction and Frustration in Children -- Emotional Well-Being of Children -- The Present Study -- Method -- Participants and Procedures -- Measures -- Statistical Analysis -- Results -- Descriptive Statistics -- Comparison Between At-Risk and Non-at-Risk Students -- Discussion -- Implications -- Limitations and Future Studies -- Conclusion -- References -- 8 Adolescents' Future Career Preparation and Socioemotional Competencies: A Self-Determination Theory Perspective -- Introduction -- Literature Review -- SDT and Adolescents' Future Career Development -- SEL Among Adolescents -- Purpose of the Study -- Methodology -- Participants and Procedures -- Findings and Discussion -- Perceived Autonomy Support and Adolescents' Future Career Development -- Perceived Competence Support and Adolescents' Future Career Development -- Perceived Relatedness Support and Adolescents' Future Career Development -- Applying the CASEL Framework to SDT-Based Career Development -- Perceived Autonomy Support and Self-awareness -- Perceived Competence Support and Self-management -- Perceived Relatedness Support and Relationship Skills -- Psychological Needs Satisfaction and Responsible Decision-Making -- Conclusion -- References -- 9 Self-Determination and Social & -- Emotional Learning for Students with Special Educational Needs -- Introduction -- Social and Emotional Learning -- Social and Emotional Learning for Students with Special Educational Needs -- Self-determination -- Self-determination Theory (SDT) -- Functional Model of Self-determination (FMSD) -- Purpose of the Present Study -- Method. ; Results -- Descriptive Study -- Correlational Studies -- Quasi-experimental or Experimental Studies -- Qualitative Study -- General Discussion -- Implications for Teaching and Learning -- Limitations and Recommendations -- References -- Part III Socioemotional Learning Through Mentoring -- 10 Developing SEL in Student Teachers: The Role of Mentors -- Introduction -- Literature Review -- Self-determination Theory -- Mentors and Mentoring -- Social-Emotional Competencies and Learning -- Purpose of the Present Study -- Method -- Participants and Procedure -- Data Collection and Analysis -- Findings and Discussion -- Fostering SEL Through Involvement -- Fostering SEL Through Structure -- Negative Impact on SEL When CT Was Perceived as not Need-Supportive -- Need Support and SEL -- Implications for Enhancing Mentors' Practices -- Conclusion -- References -- 11 Autonomy-Supportive Mentoring: Self Determination Theory-Based Model of Mentoring that Supports Beginning Teachers' Social and Emotional Learning in the Induction Period -- Introduction -- The Beginning teacher's World -- Mentoring as a Support System for BTs -- Autonomy Supportive Mentoring Model (ASMM) -- Main Goals of the ASMM -- The How to-Practical Aspects -- SEL and Its Connection to ASMM -- Background -- Why Should ASMM Be Used to Promote Social-Emotional Learning Among BTs? -- How Does ASMM Treat Skills? -- The facilitator's Behaviors of the in the Mentors' Training Group -- Mentors' and Beginning Teachers' Voices-A Qualitative Research -- Autonomy Support -- Belongingness Support -- Competence Support -- Changing the Mentoring Paradigm -- Developing Autonomous Motivation -- In Summary -- References -- 12 Autonomy-Supportive Teaching on Teacher Social-Emotional Competencies -- Introduction -- Teacher Social-Emotional Competencies -- Self-awareness -- Social Awareness -- Self-Management. ; Relationship Management -- Responsible Decision-Making -- Autonomy-Supportive Teaching -- The Present Study -- Method -- Participants -- Autonomy Support Intervention -- Data Collection -- Data Analysis -- Findings -- Self-awareness -- Social Awareness -- Self-management -- Relationship Management -- Responsible Decision-Making -- Discussion -- Practical Implications and Limitations -- Conclusion -- References -- Part IV Socioemotional Learning in Higher Education -- 13 A Self-determination Approach to Socioemotional Learning: Supporting Students' Needs as an Essential Foundation for the Cultivation of Socioemotional Skills -- Introduction -- A Self-determination Theory Model of SEL: Supporting Students' Needs as an Essential Foundation for the Cultivation of Socioemotional Skills and Growth -- Basic Need Satisfaction is a much more Important Inner Resource of Coping and Growth than are SE Skills -- Basic Need Satisfaction Experiences as Primary Growth Resources -- Socioemotional Skills as a Secondary, Less Important, Growth Resource -- The Major Role of Need-Supporting Teaching Practices in Promoting Students' Need Satisfaction and Subsequent Optimal Functioning -- Direct Teaching of SE Skills is Unlikely to be Beneficial in the Absence of Basic Need-Support -- Effective Ways of Combining Need-Support with SE Skills Teaching -- There is no Conclusive Evidence that SEL Programs Focusing Only on Skills Teaching Produce Sizable Benefits for Students -- Caring School Community (CSC) Program -- Responsive Classroom Program -- 4Rs (Reading, Writing, Respect, and Resolution) Program -- PATHS (Promoting Alternative Thinking Strategies) Program -- Raising Healthy Children Program -- The RULER (Recognizing, Understanding, Labeling, Expressing, and Regulating) Program -- The Resolving Conflict Creatively Program. ; Negative Consequences of SEL Programs Focusing Primarily on Teaching Skills via a Structured Curriculum.
• Titolo autorizzato: Self-Determination Theory and Socioemotional Learning
• ISBN: 981-9978-97-1
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910799233403321
• Lo trovi qui: Univ. Federico II