Social and emotional learning (SEL) refers to acquiring and applying knowledge of establishing and maintaining relationships, making responsible decisions, managing emotions, and achieving positive goals. One important organization in the field of SEL is the Collaborative for Academic, Social and Emotional Learning (CASEL). CASEL is a non-profit organization dedicated to advancing the development of academic, social, and emotional learning (casel.org). They assert that implementing SEL curricula into preschool through high schools will help improve positive social behavior and emotional functioning and lead to academic success. CASEL has identified five competencies that should be addressed in the curriculum: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Many studies look at these skills concurrently; therefore this first section will include a few studies examining the effectiveness of curricula designed to implement SEL in the schools. Following that, specific factors important in SEL will be discussed.
Kumschick, I. R., Beck, L., Eid, M., Witte, G., Klann-Delius, G., Heuser, I., … & Menninghaus, W. (2014). READING and FEELING: The effects of a literature-based intervention designed to increase emotional competence in second and third graders. Frontiers in Psychology, 5, 1448.
Payton, J. W., Weissberg, R. P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008). Positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews (Technical Report). Chicago: Collaborative for Academic, Social, and Emotional Learning.
Emotions are complex psychological states that involve a subjective experience and can result in a physiological and/or a behavioral response. Emotion regulation is the ability to control emotional arousal in order to facilitate adaptive functioning. Adaptive functioning signifies the ability to complete daily tasks, cope with changes in the environment, and function successfully in a classroom. The development of social, cognitive, and language skills are also an essential component of adaptive functioning. Thus, Emotion regulation is critical to academic success, including reading skill acquisition. Poor Emotion regulation can also lead to difficulties with behavioral Self-Regulation (Blair, 2002).
The transition to a school environment can be a challenging for young children because they are required to adapt to a new routine where they must accomplish many tasks throughout the school day. Therefore, the development of Emotion regulation skills are an important factor in overall academic success, as well as literacy skill development.
Anxiety disorders are one of the most common mental health concerns among children. Experiencing anxiety can negatively impact academic outcomes, including literacy measures such as reading fluency and reading comprehension. Anxious thoughts may distract students when they are trying to complete tests or projects. Children who find reading difficult report high levels of reading anxiety and find reading to be a stressful activity (Tsovili, 2004).
Stereotype Threat (see below) can also lead to anxiety. Stereotype Threat occurs when a negative stereotype about a particular social group results in suboptimal performance by members of that group. This is possibly due to the stereotype inducing anxiety in members of that group. Furthermore, individuals who do not believe the stereotype is true about their social group will often still experience the negative effects of Stereotype Threat.
Emotion Knowledge
Emotion Regulation
Anxiety
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111-127.
Blicher, S., Feingold, L., & Shany, M. (2017). The role of trait anxiety and preoccupation with reading disabilities of children and their mothers in predicting children’s reading comprehension. Journal of Learning Disabilities, 50(3), 309-321.
Bolaños, C., Gomez, M. M., Ramos, G., & Rios del Rio, J. (2015). Developmental risk signals as a screening tool for early identification of sensory processing disorders. Occupational Therapy International.
Boyd, K. S. (2004). The association between student perceptions of safety and academic achievement: The mediating effects of absenteeism. Paper presented at the annual meeting of the American Sociological Association, San Francisco, CA.
Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22(4), 489-510.
Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57, 194-201.
DePrince, A. P., Weinzierl, K. M., & Combs, M. D. (2009). Executive function performance and trauma exposure in a community sample of children. Child Abuse & Neglect, 33(6), 353-361.
Garner, P. W., Jones, D. C., & Miner, J. L. (1994). Social competence among low-income preschoolers: Emotion socialization practices and social cognitive correlates. Child Development, 65, 622-637.
Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3-19.
Grills-Taquechel, A. E., Fletcher, J. M., Vaughn, S. R., & Stuebing, K. K. (2012). Anxiety and reading difficulties in early elementary school: Evidence for unidirectional-or bi-directional relations? Child Psychiatry & Human Development, 43(1), 35-47.
Hernandez, T. J., & Seem, S. R. (2004). A safe school climate: A systems approach and the school counselor. Professional School Counseling, 7, 256-262.
Hymel, S., Schonert-Reichl, K. A., & Miller, L. (2006). Reading, ‘riting, ‘rithmetic and relationships: Considering the social side of education. Exceptionality Education Canada, 16(3), 1-44.
Judge, S., & Jahns, L. (2007). Association of overweight with academic performance and social and behavioral problems: an update from the early childhood longitudinal study. Journal of School Health, 77(10), 672-678.
Kusché, C. A. (1985). The understanding of emotion concepts by deaf children: An assessment of an affective curriculum (Unpublished doctoral dissertation). University of Washington, Seattle, WA.
March, J.S. (2013). Multidimensional anxiety scale for children (2nd ed.). Toronto, Ontario, Canada: Multi-health Systems.
Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44(1), 3-17.
Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26(2), 182-191.
Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24(4), 211-223.
Schmader, T. (2010). Stereotype threat deconstructed. Current Directions in Psychological Science, 19(1), 14-18.
Schwartz, D., Gorman, A. H., Nakamoto, J., & Toblin, R. L. (2005). Victimization in the peer group and children’s academic functioning. Journal of Educational Psychology, 97(3), 425 – 435.
Shany, M., Wiener, J., & Feingold, L. (2011). Knowledge about and preoccupation with reading disabilities: A delicate balance. Journal of Learning Disabilities, 44(1), 80-93.
Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906-916.
Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
Theunissen, S. C., Rieffe, C., Kouwenberg, M., Soede, W., Briaire, J. J., & Frijns, J. H. (2011). Depression in hearing-impaired children. International Journal of Pediatric Otorhinolaryngology, 75(10), 1313-1317.
Tsovili, T.D. (2004). The relationship between language teachers’ attitudes and the state-trait anxiety of adolescents with dyslexia. Journal of Research in Reading, 27(1), 69-86.
Vannest, K. J., Harrison, J. R., Temple-Harvey, K., Ramsey, L., & Parker, R. I. (2011). Improvement rate differences of academic interventions for students with emotional and behavioral disorders. Remedial and Special Education, 32(6), 521-534.
Wechsler, D. (1992). Wechsler preschool and primary scale of intelligence – Revised. San Antonio, TX: The Psychological Corporation.
Whitted, K. S., & Dupper, D. R. (2005). Best practices for preventing or reducing bullying in schools. Children & Schools, 27, 167-173.
A distinction can be made between intrinsic and extrinsic Motivation to read. Intrinsic Motivation is defined as the disposition to read because it is accompanied by positive emotions and is considered to be very rewarding (Becker, McElvany, & Kortenbruck, 2010). Extrinsic Motivation is the drive to read in order to achieve external rewards/recognition such as good grades or positive attention from teachers or parents (Becker et al., 2010).
Intrinsic Motivation is a natural drive to learn and seek out challenges. For reading, intrinsic Motivation is comprised of several components including interest in reading material, perceived control (a student’s perception of their own control over reading activities), self-efficacy (a student’s perception of their reading ability), involvement (spending a substantial amount of time reading), and social collaboration (Taboada et al., 2008).
There are several forms of extrinsic Motivation that vary in terms of relative autonomy: external regulation, introjected regulation, and identification (Vansteenkiste, Lens, & Deci, 2006). External regulation is the least autonomous where a behavior is performed because of demands, rewards, or punishments. In introjected regulation, a behavior is performed as a result of internal pressure to either avoid guilt/shame or to maintain self-worth and has an external perceived locus of causality (the behavior is not considered to be self-determined). Identification is more autonomous with an internal perceived locus of causality and involves consciously valuing a goal or regulation and considering the behavior/action to be personally important.
Internalization is an important component of self-determination theory that is empowered by the basic psychological needs for competence (the desire to be proficient), autonomy, and relatedness (the desire to be related to others or feel part of a family or group). Internalization of extrinsic Motivation occurs when regulations are fully integrated with a person’s sense of self. Internalization produces many advantages to learning, and enhancing autonomous Motivation in classrooms can benefit students (Deci et al., 1994).
Intrinsic Motivation and identification are classified as types of autonomous Motivation, whereas external regulation and introjected regulation are classified as controlled Motivation.
A summary:
Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102(4), 773-785.
De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students’ autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3), 232-252.
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination perspective. Journal of Personality, 62, 119-142.
Järvelä, S., Järvenoja, H., & Malmberg, J. (2012). How elementary school students’ motivation is connected to self-regulation. Educational Research and Evaluation, 18(1), 65-84.
Kirby, J. R., Ball, A., Geier, B. K., Parrila, R., & Wade‐Woolley, L. (2011). The development of reading interest and its relation to reading ability. Journal of Research in Reading, 34(3), 263-280.
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.
Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85-106.
Torppa, M., Poikkeus, A. M., Laakso, M. L., Tolvanen, A., Leskinen, E., Leppanen, P. H., … Lyytinen, H. (2007). Modeling the early paths of phonological awareness and factors supporting its development in children with and without familial risk of dyslexia. Scientific Studies of Reading, 11, 73-103.
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31.
Self-Regulation is a skill that is required for students to do well in school, as it is involved in many classroom activities, such as following directions, standing in line, paying attention, and behaving appropriately. In general, the terms self-control and Self-Regulation refer to the ability to alter one’s responses and align them with standards, such as social expectations, values, and ideals, to support the achievement of long-term goals. However, the exact definition of these terms varies widely among researchers.
Self-Regulation can also be broken down into Emotion regulation, cognitive regulation, and behavior regulation (Williford, Whittaker, Vitiello, & Downer, 2013). Emotion regulation refers to the ability to manage and control emotional arousal in order to behave in a socially appropriate manner (see Emotion section above for more information). Cognitive regulation involves using executive functions (e.g., Working Memory, Inhibition, Attention) to inhibit impulses and attend to tasks. Behavior regulation refers to the ability to control one’s behavior in order to meet socially acceptable norms. Children with poor Self-Regulation skills are at greater risk for low academic achievement and emotional and conduct problems, which can all lead to higher dropout rates in adolescence (Duncan et al., 2007).
Assessments of self-control can take several forms (see Duckworth & Kern, 2011 for a thorough review):
Assessments to measure Self-Regulation in preschool and elementary school children are:
Several studies have found that in middle and high school students Self-Regulation measures serve as better predictors of academic success than measures of IQ:
Several studies of high school and college-age students have found that Self-Regulation is highly correlated with school success, for example:
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111-127.
Bolaños, C., Gomez, M. M., Ramos, G., & Rios del Rio, J. (2015). Developmental risk signals as a screening tool for early identification of sensory processing disorders. Occupational Therapy International.
Connor, C. M., Ponitz, C. C., Phillips, B. M., Travis, Q. M., Glasney, S., & Morrison, F. J. (2010). First graders’ literacy and self-regulation gains: The effect of individualizing student instruction. Journal of School Psychology, 48(5), 433-455.
Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B. W. Sokol, F. M. E. Grouzet, & U. Muller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208-230). New York, NY: Cambridge University Press.
Duckworth, A. L., & Kern, M. L. (2011). A meta-analysis of the convergent validity of self-control measures. Journal of Research in Personality, 45(3), 259-268.
Duckworth, A. L., Seligman, M. E.P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939-944.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446.
Järvelä, S., Järvenoja, H., & Malmberg, J. (2012). How elementary school students’ motivation is connected to self-regulation. Educational Research and Evaluation, 18(1), 65-84.
NICHD Early Child Care Research Network. (2004). Multiple pathways to early academic achievement. Harvard Educational Review, 74, 1-29.
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947-959.
Oliver, P. H., Guerin, D. W., & Gottfried, A. W. (2007). Temperamental task orientation: Relation to high school and college educational accomplishments. Learning and Individual Differences, 17, 220-230.
Pelco, L. E., & Reed-Victor, E. (2007). Self-regulation and learning-related social skills: Intervention ideas for elementary school students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 36-42.
Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605-619.
Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children’s engagement within the preschool classroom and their development of self-regulation. Early Education & Development, 24(2), 162-187.
Willingham, W. W., Pollack, J. M., & Lewis, C. (2002). Grades and test scores: Accounting for observed differences. Journal of Educational Measurement, 39, 1-37.
Social Awareness and Relationship Skills are essential for forming and maintaining positive relationships and are a key component to learner success, including learning to read. Social Awareness refers to the understanding of social norms for behavior and the ability to understand the perspectives of others. Relationship Skills are the interpersonal skills that allow children to communicate and interact with others, including cooperation and preventing and resolving interpersonal conflicts.
Social Awareness allows children to empathize with people from diverse backgrounds that are different from their own and to recognize the resources available from family members, at school, and in the community. The knowledge and understanding of Emotion is an essential component of Social Awareness (CASEL, 2003). The combination of Social Awareness and interpersonal skills are essential for developing Relationship Skills to form and maintain positive relationships (Durlak et al., 2011).
Children with Emotion and behavioral disorders (EBD) typically have poor interpersonal relationship skills, often display more aggressive and disruptive behaviors relative to their peers without EBD, lack Motivation, and have deficits in Attention (Vannest et al., 2011; Sutherland et al., 2008). Children with EBD often exhibit weak reading skills (Maughan et al., 1996; Wehby et al., 2003).
Aguilar-Pardo, D., Martínez-Arias, R., & Colmenares, F. (2013). The role of inhibition in young children’s altruistic behaviour. Cognitive Processing, 14(3), 301-307.
Bolaños, C., Gomez, M. M., Ramos, G., & Rios del Rio, J. (2015). Developmental risk signals as a screening tool for early identification of sensory processing disorders. Occupational Therapy International.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: CASEL.
Davis, Mark, H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44(1), 113–126.
Doctoroff, G. L., Greer, J. A., & Arnold, D. H. (2006). The relationship between social behavior and emergent literacy among preschool boys and girls. Journal of Applied Developmental Psychology, 27(1), 1-13.
Hartas, D. (2012). Children’s social behaviour, language and literacy in early years. Oxford Review of Education, 38(3), 357-376.
Pelco, L. E., & Reed-Victor, E. (2007). Self-regulation and learning-related social skills: Intervention ideas for elementary school students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 36-42.
Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
LeBuffe, P. A., Naglieri, J. A., & Shapiro, V. B. (2012). The Devereux student strengths assessment–second step edition (DESSA-SSE). Lewisville, NC: Kaplan.
Maughan, B., Pickles, A., Hagell, A., Rutter, M., & Yule, W. (1996). Reading problems and antisocial behavior: Developmental trends in comorbidity. Journal of Child Psychology and Psychiatry, 37(4), 405-418.
Wehby, J. H., Falk, K. B., Barton-Arwood, S., Lane, K. L., & Cooley, C. (2003). The impact of comprehensive reading instruction on the academic and social behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11(4), 225-238.
Many stereotypes about race, gender, and Socioeconomic Status exist when it comes to academic performance and learning to read. Stereotype Threat occurs when a negative stereotype about a particular social group results in suboptimal performance by members of that group. Essentially, Stereotype Threat theory posits that people underperform under the prospect of being judged. This is possibly due to the stereotype inducing anxiety in members of that group. Furthermore, individuals who do not believe the stereotype is true about their social group will often still experience the negative effects of Stereotype Threat.
Stereotype Threat can cause students such as minorities to underperform in school. Also, often girls are stereotypically thought to be better at reading than boys, so in terms of literacy, Stereotype Threat can potentially impact male students’ reading success.
One important factor to consider is domain identification, which is the degree to which a person values achievement in a specific domain. Domain identification is measured by an individual’s perceived ability and perceived importance of a specific domain, like reading. Research has shown that negative stereotypes will impact individuals who most highly identify with a stereotyped domain (Aronson et al., 1999; Wasserberg, 2014).
Another important component is stereotype lift, which refers to a boost in performance when being compared to a group that has negative stereotypes.
Gender
Race
General Research from Older Age Groups
Aronson, J., Lustina, M.J., Good, C., Keough, K., Steele, C.M., & Brown, J. (1999). When white men can’t do math: necessary and sufficient factors in stereotype threat. Journal of Experimental Social Psychology, 35(1), 29-46.
Beilock, S. L., Rydell, R. J., & McConnell, A. R. (2007). Stereotype threat and working memory: Mechanisms, alleviation, and spillover. Journal of Experimental Psychology: General, 136(2), 256-276.
Hartley, B. L., & Sutton, R. M. (2013). A stereotype threat account of boys’ academic underachievement. Child Development, 84(5), 1716-1733.
Pansu, P., Régner, I., Max, S., Colé, P., Nezlek, J.B., & Huguet, P. (2016). A burden for the boys: Evidence of stereotype threat in boys’ reading performance. Journal of Experimental Social Psychology, 65, 26–30.
Schmader, T. (2010). Stereotype threat deconstructed. Current Directions in Psychological Science, 19(1), 14-18.
Smith, J.L., & White, P.H. (2001). Development of the domain identification measure: A tool for investigating stereotype threat effects. Educational and Psychological Measurement, 61(6), 1040-1057.
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of personality and social psychology, 69(5), 797-811.
Wasserberg, M. J. (2014). Stereotype threat effects on African American children in an urban elementary school. The Journal of Experimental Education, 82(4), 502-517.