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1. The Development of Teachers' and Their Students' Social and Emotional Learning During the “Learning to Be Project”-Training Course in Five European Countries

Author

Berg, M, Talvio, M, Hietajärvi, L, Benítez, I, Cavioni, V, Conte, E, Cuadrado, F, Ferreira, M, Košir, M, Martinsone, B, Ornaghi, V, Raudiene, I, Šukyte, D, Talić, S, Lonka, K, Lonka, K., Berg, M, Talvio, M, Hietajärvi, L, Benítez, I, Cavioni, V, Conte, E, Cuadrado, F, Ferreira, M, Košir, M, Martinsone, B, Ornaghi, V, Raudiene, I, Šukyte, D, Talić, S, Lonka, K, and Lonka, K.

Abstract

In recent years, the school curricula in many European countries have introduced social and emotional learning (SEL). This calls for the teachers to have SEL competencies. The present study evaluates teachers' and their students' readiness for SEL during an intervention in five European countries. The participants were teachers (n = 402) in five European countries; Italy, Latvia, Lithuania, Slovenia, and Spain. The pre- and post-measuring points for both the intervention and the comparison group were at approximately the same time before and after the intervention. Comparison data consisted of 159 teachers in the same countries. The training for the intervention group lasted 16 h for the teachers and a maximum of 16 h for the principles and headmasters. An additional 9 h of further monitoring took place. There were two student groups participating in the study: the age group of 8–11 years (pre puberty) and the age group of 12–15-years (adolescents). Students, whose teachers had participated in the intervention, formed the intervention group (n = 2,552). Those students, whose teachers did not participate in the intervention, formed the comparison group (n = 1,730). The questionnaire data were collected at the beginning and at the end of the school year for both age groups. The results indicated that there was a favorable development in the intervention group in some of the measured skills among students, but the effects were different for the two age groups. This study adds to both theoretical and practical development of continuing teacher training about SEL and its possible role in reducing problem behavior among the students.

Published
2021

2. The Development of Teachers' and Their Students' Social and Emotional Learning During the 'Learning to Be Project'-Training Course in Five European Countries

Author

Minna Berg, Markus Talvio, Lauri Hietajärvi, Isabel Benítez, Valeria Cavioni, Elisabetta Conte, Francisco Cuadrado, Marco Ferreira, Matej Košir, Baiba Martinsone, Veronica Ornaghi, Irena Raudiene, Daiva Šukyte, Sanela Talić, Kirsti Lonka, Research Group for Educational Psychology, Faculty of Educational Sciences, Faculty Common Matters (Faculty of Education), Department of Education, Minds Hub, Mind and Matter, Teachers' Academy, Berg, M, Talvio, M, Hietajärvi, L, Benítez, I, Cavioni, V, Conte, E, Cuadrado, F, Ferreira, M, Košir, M, Martinsone, B, Ornaghi, V, Raudiene, I, Šukyte, D, Talić, S, Lonka, K, and Knoop, Hans Henrik

Subjects
social emotional learning, IMPACT, assessment, 050109 social psychology, Academic achievement, Lietuva (Lithuania), wellbeing, Social interaction skills, Teacher training and development, well-being, Latvija (Latvia), IMPLEMENTATION, Social emotional learning, Psychology, Slovėnija (Slovenia), intervention, General Psychology, social interaction skill, Original Research, 4. Education, 05 social sciences, 050301 education, BF1-990, Italija (Italy), SKILLS, Ugdymas / Education, PROBLEM BEHAVIOR, teacher training and development, Positive Youth Development, Social and emotional learning, Training course, education, positive psychology, Well-being, Intervention, Assessment, LIONS-QUEST-PROGRAM, Mokiniai / School students, REDUCING RISK, Age groups, Intervention (counseling), ACADEMIC-ACHIEVEMENT, YOUTH DEVELOPMENT, 0501 psychology and cognitive sciences, Curriculum, METAANALYSIS, Ispanija (Spain), Medical education, SCHOOL CLIMATE, social interaction skills, social and emotional learning, teaching, Pedagogai / Pedagogues, 516 Educational sciences, 0503 education
Abstract

This study was funded by a project Learning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systems (#4120034) in the framework of Erasmus+ KA3 program (582955-EPP-1-2016-2-LT-EPPKA3-PI-POLICY). We are also grateful for funding by the Academy of Finland (#308352) and Finnish Strategic Research Council (#327242)., In recent years, the school curricula in many European countries have introduced social and emotional learning (SEL). This calls for the teachers to have SEL competencies. The present study evaluates teachers’ and their students’ readiness for SEL during an intervention in five European countries. The participants were teachers (n = 402) in five European countries; Italy, Latvia, Lithuania, Slovenia, and Spain. The pre- and post-measuring points for both the intervention and the comparison group were at approximately the same time before and after the intervention. Comparison data consisted of 159 teachers in the same countries. The training for the intervention group lasted 16 h for the teachers and a maximum of 16 h for the principles and headmasters. An additional 9 h of further monitoring took place. There were two student groups participating in the study: the age group of 8–11 years (pre puberty) and the age group of 12–15-years (adolescents). Students, whose teachers had participated in the intervention, formed the intervention group (n = 2,552). Those students, whose teachers did not participate in the intervention, formed the comparison group (n = 1,730). The questionnaire data were collected at the beginning and at the end of the school year for both age groups. The results indicated that there was a favorable development in the intervention group in some of the measured skills among students, but the effects were different for the two age groups. This study adds to both theoretical and practical development of continuing teacher training about SEL and its possible role in reducing problem behavior among the students., Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systems 4120034, Erasmus+ KA3 program 582955-EPP-1-2016-2-LT-EPPKA3-PI-POLICY, Academy of Finland European Commission 308352, Finnish Strategic Research Council 327242

Published
2021
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3. The Development of Teachers' and Their Students' Social and Emotional Learning During the "Learning to Be Project"-Training Course in Five European Countries.

Author

Berg M, Talvio M, Hietajärvi L, Benítez I, Cavioni V, Conte E, Cuadrado F, Ferreira M, Košir M, Martinsone B, Ornaghi V, Raudiene I, Šukyte D, Talić S, and Lonka K

Abstract

In recent years, the school curricula in many European countries have introduced social and emotional learning (SEL). This calls for the teachers to have SEL competencies. The present study evaluates teachers' and their students' readiness for SEL during an intervention in five European countries. The participants were teachers ( n = 402) in five European countries; Italy, Latvia, Lithuania, Slovenia, and Spain. The pre- and post-measuring points for both the intervention and the comparison group were at approximately the same time before and after the intervention. Comparison data consisted of 159 teachers in the same countries. The training for the intervention group lasted 16 h for the teachers and a maximum of 16 h for the principles and headmasters. An additional 9 h of further monitoring took place. There were two student groups participating in the study: the age group of 8-11 years (pre puberty) and the age group of 12-15-years (adolescents). Students, whose teachers had participated in the intervention, formed the intervention group ( n = 2,552). Those students, whose teachers did not participate in the intervention, formed the comparison group ( n = 1,730). The questionnaire data were collected at the beginning and at the end of the school year for both age groups. The results indicated that there was a favorable development in the intervention group in some of the measured skills among students, but the effects were different for the two age groups. This study adds to both theoretical and practical development of continuing teacher training about SEL and its possible role in reducing problem behavior among the students., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Berg, Talvio, Hietajärvi, Benítez, Cavioni, Conte, Cuadrado, Ferreira, Košir, Martinsone, Ornaghi, Raudiene, Šukyte, Talić and Lonka.)

Published
2021
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