Browsing by Author "Jennings, Patricia A."

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Emotional schemas in relation to educators’ social and emotional competencies to promote student SEL
    (Elsevier, 2024) Jennings, Patricia A.; Alamos Valenzuela, Pilar María; Baelen, Rebecca N.; Jeon, Lieny; Nicholas-Hoff, Pamela Y.
    A rapidly growing body of research is examining the social and emotional competencies (SEC) educators need to effectively fulfill their professional roles (see Lozano-Peña et al., 2021 for a recent review). The prosocial classroom model highlights the importance of educators’ SECs as they relate to their capacity to maintain well- being by successfully coping with the challenges of emotion-laden social interactions in the classroom, building positive relationships with students, managing classrooms effectively, and providing proficient social-emotional learning (SEL) instruction (see Figure 1; Jennings & Greenberg, 2009). These elements foster a classroom environment that supports social-emotional growth and optimal student learning outcomes. Since the publication of the Jennings and Greenberg (2009) article, research has been expanding to identify specific SECs and how they relate to educators’ well-being and job performance. In this paper, we situate the construct of emotional schemas as one construct related to educators’ SEC and relevant to understanding classrooms as developmental contexts for educators and students.
  • No Thumbnail Available
    Item
    Emotional Schemas: Critical Elements of Educators’ Social and Emotional Competencies to Promote Student SEL
    (2024) Jennings, Patricia A.; Alamos Valenzuela, Pilar María; Baelen, Rebecca N.; Jeon, Lieny; Nicholas-Hoff, Pamela Yvette
    The prosocial classroom model emphasizes the importance of educators' social and emotional competencies (SEC) in relation to their capacity to cultivate and maintain socially and emotionally supportive environments and effectively promote students’ social and emotional learning (SEL). Beyond direct SEL instruction, educators must intentionally model SEL skills in their interactions with students while also promoting prosocial interactions among students. Furthermore, the social and emotional demands of the classroom may provoke high levels of occupational stress that may interfere with these learning processes. Given these demands, educators may need additional support to perform this role and limited research has explored the various facets of SEC required to do so. Leveraging insights regarding emotional schemas drawn from the metacognitive and meta-emotion literatures, this article seeks to address this gap. Identifying the construct of emotional schemas and its role in classroom interactions and applying it to educational contexts may lead to valuable new innovations to support educator SEC and student SEL. We describe emotional schemas and how they develop during socialization. We address dimensions of adaptability and variation across cultures. We discuss the potential impact of educators’ emotional schemas may have on stress and educators’ capacity to model and instruct SEL in the classroom context. We review evidence demonstrating the promise of several related intervention strategies that may support educators’ SEC and SEL instruction. We conclude by examining the potential impact the understanding of educators’ emotional schemas may have on both practice and policy, and by proposing recommendations for future research.
  • No Thumbnail Available
    Item
    What Is Educator SEL?: Why Is It Important, and How Can It Be Promoted?
    (Guilford, 2025) Jennings, Patricia A.; Álamos Valenzuela, Pilar María