The Development of Teachers' and Their Students' Social and Emotional Learning During the "Learning to Be Project"-Training Course in Five European Countries

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dc.contributor University of Helsinki, Research Group for Educational Psychology en
dc.contributor University of Helsinki, Faculty of Education Common Matters en
dc.contributor University of Helsinki, Department of Education en
dc.contributor University of Helsinki, Research Group for Educational Psychology en
dc.contributor.author Berg, Minna
dc.contributor.author Talvio, Markus
dc.contributor.author Hietajärvi, Lauri
dc.contributor.author Benitez, Isabel
dc.contributor.author Cavioni, Valeria
dc.contributor.author Conte, Elisabetta
dc.contributor.author Cuadrado, Francisco
dc.contributor.author Ferreira, Marco
dc.contributor.author Kosir, Matej
dc.contributor.author Martinsone, Baiba
dc.contributor.author Ornaghi, Veronica
dc.contributor.author Raudiene, Irena
dc.contributor.author Sukyte, Daiva
dc.contributor.author Talic, Sanela
dc.contributor.author Lonka, Kirsti
dc.date.accessioned 2021-10-21T04:32:02Z
dc.date.available 2021-10-21T04:32:02Z
dc.date.issued 2021-08-13
dc.identifier.citation Berg , M , Talvio , M , Hietajärvi , L , Benitez , I , Cavioni , V , Conte , E , Cuadrado , F , Ferreira , M , Kosir , M , Martinsone , B , Ornaghi , V , Raudiene , I , Sukyte , D , Talic , S & Lonka , K 2021 , ' The Development of Teachers' and Their Students' Social and Emotional Learning During the "Learning to Be Project"-Training Course in Five European Countries ' , Frontiers in Psychology , vol. 12 , 705336 . https://doi.org/10.3389/fpsyg.2021.705336 en
dc.identifier.issn 1664-1078
dc.identifier.other PURE: 169655865
dc.identifier.other PURE UUID: 5ad8ef1f-e595-4466-9a62-43914645f075
dc.identifier.other WOS: 000698474600001
dc.identifier.other ORCID: /0000-0001-5487-3964/work/101864011
dc.identifier.other ORCID: /0000-0003-0177-5118/work/101864167
dc.identifier.other ORCID: /0000-0003-2149-9237/work/101864204
dc.identifier.other ORCID: /0000-0002-3337-2412/work/101864617
dc.identifier.uri http://hdl.handle.net/10138/335510
dc.description.abstract In recent years, the school curricula in many European countries have introduced social and emotional learning (SEL). This calls for the teachers to have SEL competencies. The present study evaluates teachers' and their students' readiness for SEL during an intervention in five European countries. The participants were teachers (n = 402) in five European countries; Italy, Latvia, Lithuania, Slovenia, and Spain. The pre- and post-measuring points for both the intervention and the comparison group were at approximately the same time before and after the intervention. Comparison data consisted of 159 teachers in the same countries. The training for the intervention group lasted 16 h for the teachers and a maximum of 16 h for the principles and headmasters. An additional 9 h of further monitoring took place. There were two student groups participating in the study: the age group of 8-11 years (pre puberty) and the age group of 12-15-years (adolescents). Students, whose teachers had participated in the intervention, formed the intervention group (n = 2,552). Those students, whose teachers did not participate in the intervention, formed the comparison group (n = 1,730). The questionnaire data were collected at the beginning and at the end of the school year for both age groups. The results indicated that there was a favorable development in the intervention group in some of the measured skills among students, but the effects were different for the two age groups. This study adds to both theoretical and practical development of continuing teacher training about SEL and its possible role in reducing problem behavior among the students. en
dc.format.extent 17
dc.language.iso eng
dc.relation.ispartof Frontiers in Psychology
dc.rights en
dc.subject social and emotional learning en
dc.subject teacher training and development en
dc.subject social interaction skills en
dc.subject well-being en
dc.subject assessment en
dc.subject intervention en
dc.subject LIONS-QUEST-PROGRAM en
dc.subject PROBLEM BEHAVIOR en
dc.subject ACADEMIC-ACHIEVEMENT en
dc.subject YOUTH DEVELOPMENT en
dc.subject SCHOOL CLIMATE en
dc.subject REDUCING RISK en
dc.subject METAANALYSIS en
dc.subject IMPACT en
dc.subject SKILLS en
dc.subject IMPLEMENTATION en
dc.subject 516 Educational sciences en
dc.title The Development of Teachers' and Their Students' Social and Emotional Learning During the "Learning to Be Project"-Training Course in Five European Countries en
dc.type Article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.3389/fpsyg.2021.705336
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/publishedVersion
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