Do Lions Quest (LQ) Workshops Have Systematic Impact on Teachers' Social and Emotional Learning (SEL)? Samples from Nine Different Countries

Autor/inn/en	Talvio, Markus; Hietajärvi, Lauri; Matischek-Jauk, Marlies; Lonka, Kirsti
Titel	Do Lions Quest (LQ) Workshops Have Systematic Impact on Teachers' Social and Emotional Learning (SEL)? Samples from Nine Different Countries
Quelle	In: Electronic Journal of Research in Educational Psychology, 17 (2019) 48, S.465-494 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Teacher Workshops; Social Development; Emotional Development; Faculty Development; Program Effectiveness; Foreign Countries; Knowledge Level; Self Efficacy; Teachers; Argentina; Australia; Austria; Finland; Germany; Italy; Lithuania; Turkey; Japan + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Ausland; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Lehrer; Lehrerin; Lehrende; Argentinien; Australien; Österreich; Finnland; Deutschland; Italien; Litauen; Türkei
Abstract	Introduction: The global trend of new curricula in many OECD countries indicates that social interaction skills are becoming increasingly important. Educators need to start fostering the development of learners' social competences, which requires development of their own knowledge and skills. This study investigated the possible change in teachers' knowledge, their applied knowledge, and their sense of competence during the Lions Quest (LQ) workshops. For us to measure this, the participants responded to the LQ inquiry. Method: We collected ten samples from 2120 participants in nine countries. Of all the participants, 1206 teachers attended the LQ teacher workshops (intervention group). Comparison data were collected from 914 teachers not participating in the LQ, and the mean sum scores from the multi-item measures were computed and used as variables in further analyses. We specified a multivariate mixed design, in which we examined the effect of the intervention with regard to mean change over time across groups in the variables. Sample-wise, we explored the within-group mean differences between pre- and post-test scores and evaluated the effect sizes for the intervention. Results: The results indicated that the intervention had a positive effect on the participants across all samples apart from one, and that teachers benefitted from continuous training on social and emotional learning (SEL). Discussion and Conclusion: The results of the present study indicate that even a relatively short-term, low-cost intervention in teachers' SEL is worthwhile. Successful SEL enables teachers and their students to face challenges more easily, inside and outside school, now and in the future. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01