Young Adolescents' Perspectives on Peers' Social and Emotional Competence

Autor/in	Bishop, Penny A.
Titel	Young Adolescents' Perspectives on Peers' Social and Emotional Competence
Quelle	In: RMLE Online: Research in Middle Level Education, 46 (2023) 7, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bishop, Penny A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/19404476.2023.2236347
Schlagwörter	Peer Groups; Peer Evaluation; Social Emotional Learning; Self Control; Interpersonal Competence; Cross Cultural Studies; Sentences; Task Analysis; Language Usage; Inclusion; Transformative Learning; Early Adolescents; Middle School Students; Student Attitudes; Diversity; Prosocial Behavior; Metacognition; Empathy + Suchen Sie Ihr Suchwort? Gleichaltrigengruppe; Peer Group; Selbstbeherrschung; Interpersonale Kompetenz; Cultural comparison; Kulturvergleich; Sentence analysis; Satzanalyse; Aufgabenanalyse; Sprachgebrauch; Inklusion; Pädagogische Transformation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Empathie
Abstract	The integration of social and emotional learning into school curricula has been linked to a number of positive student outcomes, including increased academic achievement, the development of healthy relationships, and improved emotional self-regulation. Rarely, however, has research considered students' perspectives on which social and emotional competencies are most salient to their contexts and experiences. Using a priori and emergent coding to analyze a data set in which nearly 2,000 young adolescents from 42 countries completed the sentence starter, "I wish my friend/peers knew … ," I examined young adolescents' perceptions of their peers' social emotional competence. Findings conveyed two areas of social and emotional competence as most central to students' concerns: 1) social awareness, with respect for difference and the development of empathy the forefront; and 2) responsible decision-making, with an emphasis on language usage and inclusivity. I explore the significance of these findings in the midst of increasing calls for transformative social emotional learning and consider their implications for future research and teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01