The Impact of Social and Emotional Learning on Student Wellness
DOI:
https://doi.org/10.29070/c5w6t937Keywords:
Social and Emotional Learning, Student WellnessAbstract
Social and Emotional Learning (SEL) is a critical component of education that focuses on developing students' emotional intelligence, social skills, and self-awareness. This paper explores the impact of SEL on student well-being, examining how SEL programs foster emotional regulation, social skills, self-efficacy, and academic performance. Through a review of existing literature, the paper highlights the significant benefits of SEL, including improved mental health, reduced behavioral problems, and enhanced academic outcomes. Case studies from various educational settings demonstrate the practical application of SEL and its positive effects on students. The paper concludes with recommendations for educators and future research directions, emphasizing the need for widespread implementation of SEL to support holistic student development.
References
Aristovnik, A., Kerzič, D., Ravšelj, D., Tomaževic, N. and Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438.
Baltà-Salvador, R., Olmedo-Torre, N., Peňa, M. and Renta-Davids. (2021). A. Academic and emotional effects of online learning during the Covid-10 pandemic of engineering students. Education and Information Technologies, 26, 7407-7434.
Bliss, S. E. (2006). The affect of emotional intelligence on a modern organizational leader’s ability to make effective decisions. Unpublished Master’s Thesis (Online). Available from http://eqi.org/mgtpaper.htm.
Brett, C. E., Mathieson, M. L., Rowley, A. M. (2020). Determinants of wellbeing in university students: the role of residential status, stress, loneliness, resilience and sense of coherence. Current Psychology (2022), https://doi.org/10.1007/s12144-022-03125-8.
Butnaru, G. I., Haller, A., Dragolea, L., Anichiti, A., Tacu Hârșan, D. (2021). Students’ wellbeing during transition from onsite to online education: Are there risks arising from social isolation? Int J Environ Res Public Health, 18(18), 9665.
Cheng, T. J., Jin, J. and Cheng, J. (2001). Demystifying subjective well-being of academically at-risk students: case study of a Chinese high school. Inequity and inclusion in schools. Soc. Incl. 9, 36–46, doi: 10.17645/si.v9i4.4572
Clabaugh, A., Duque, J. F., Fields, L. J. (2021). Academic stress and emotional well-being in United States college students following onset of the COVID-19 pandemic. Front Psychol, 2021 (12), 628787.
Davis, T. (2019). What is Well-Being? Definition, Types, and Well-Being Skills. Psychology Today [Online], 2 January. Available from: https://www.psychologytoday.com/intl/blog/click-here-happiness/201901/what-is-well-being-definition-types-and-well-being-skills [Accessed: 30 June, 2022].
D’Errico, F., Paciello, M., Cerniglia, L. (2016). When emotions enhance students’ engagement in e-learning processes. Journal of E-Learning and Knowledge Society, 12(4), 9-23. Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C S. Dweck (Eds.). Handbook of Competence and Motivation, 105-121. Guilford Publications.
Ekman, P., Friesen, W., Ellsworth, P. (1972). Emotion in the Human Face: Guidelines for Research and an Integration of Findings. Oxford: Pergamon. Fredrickson, B., Joiner, T. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological Science, 13(2), 172-5.
García, J. (2012). The emotional intelligence, its importance in the learning process. Rev. Educ. 2012 (36), 97–109.
Goleman D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Gräbel B. F. (2017). The Relationship between Wellbeing and Academic Achievement: A Systematic Review. New York, NY: BMS.
Hubscher-Davidson, S., Devaux, J. (2021). Teaching translation and interpreting in virtual environments. Journal of Specialised Translation, (36), 184-192
Izard, C. E. (1977). Human Emotions. New York: Plenum Kerzič, D., Kalariparampil, J. A., Alvarado, R. P. B., da Silva Bezerra, D., Cheraghi, M., Dobrowolska, P., Fagbamigbe, A. F., Faris, M. E., Franca, T., Gonzales-Fernandez, B., Gonzales-Robledo, L., Inasius, F., Kar, S. K., Lazanyl, K., Lazar, F., Machin-Mastromatteo, J., Maroco, J., […], Aristovnik, A. (2021). Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries, Journal PLoS ONE, 16(10), 1-23.
Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207–222.
Keyes, C. L. M. (2003). Complete mental health: An agenda for the 21th century. In C. L. M. Keyes & J. Haidt (Eds.), Flourishing: Positive psychology and the life well-lived (pp. 293–312). Washington, DC: American Psychological Association..
This work is licensed under a 