Emotional schemas in relation to educators’ social and emotional competencies to promote student SEL

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dc.article.number100064
dc.catalogadorpva
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 Y.
dc.date.accessioned2024-09-03T21:38:01Z
dc.date.available2024-09-03T21:38:01Z
dc.date.issued2024
dc.description.abstractA 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.
dc.fechaingreso.objetodigital2024-09-03
dc.format.extent10 páginas
dc.fuente.origenSIPA
dc.identifier.doi10.1016/j.sel.2024.100064
dc.identifier.issn2773-2339
dc.identifier.urihttps://doi.org/10.1016/j.sel.2024.100064
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/87780
dc.information.autorucEscuela de Psicología; Alamos Valenzuela, Pilar María; 0000-0003-1494-2907; 162658
dc.issue.numero100064
dc.language.isoen
dc.nota.accesocontenido completo
dc.publisherElsevier
dc.revistaSocial and Emotional Learning: Research, Practice, and Policy
dc.rightsacceso abierto
dc.rights.licenseAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectEducator social and emotional competence
dc.subjectEmotional schemas
dc.subjectEducator stress
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 in relation to educators’ social and emotional competencies to promote student SEL
dc.typeartículo
dc.volumen4
sipa.codpersvinculados162658
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