Emotional Schemas: Critical Elements of Educators’ Social and Emotional Competencies to Promote Student SEL

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dc.article.numberea284
dc.catalogadoraba
dc.contributor.authorJennings, Patricia A.
dc.contributor.authorAlamos Valenzuela, Pilar María
dc.contributor.authorBaelen, Rebecca N.
dc.contributor.authorJeon, Lieny
dc.contributor.authorNicholas-Hoff, Pamela Yvette
dc.date.accessioned2025-09-03T21:13:40Z
dc.date.available2025-09-03T21:13:40Z
dc.date.issued2024
dc.description.abstractThe 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.
dc.format.extent44 páginas
dc.fuente.origenORCID
dc.identifier.doi10.31234/osf.io/ea284
dc.identifier.urihttps://doi.org/10.31234/osf.io/ea284
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/105550
dc.information.autorucFacultad de Economía y Administración; Alamos Valenzuela, Pilar Maria; 0000-0003-1494-2907; 162658
dc.information.autorucFacultad de Economía y Administración; Alamos Valenzuela, Pilar María; 0000-0003-1494-2907; 162658
dc.language.isoen
dc.nota.accesocontenido completo
dc.revistaPsyArXiv Preprints
dc.rightsacceso abierto
dc.rights.licenseCC0 1.0 Universal
dc.rights.urihttps://creativecommons.org/publicdomain/zero/1.0/deed.es
dc.subjectEducator social and emotional competence
dc.subjectEducator social and emotional learning
dc.subjectEducator stress
dc.subjectEmotional schemas
dc.subjectSocial and emotional learning
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleEmotional Schemas: Critical Elements of Educators’ Social and Emotional Competencies to Promote Student SEL
dc.typepreprint
sipa.codpersvinculados162658
sipa.trazabilidadORCID;2025-08-22
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