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

Patricia A. Jennings , Pilar Alamos , Rebecca N. Baelen , Lieny Jeon , Pamela Y. Nicholas-Hoff
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Abstract

A 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.

情感模式与教育工作者促进学生 SEL 的社会和情感能力的关系
越来越多的研究都在探讨教育工作者有效履行其专业职责所需的社会和情感能力(SEC)(近期综述见 Lozano-Peña 等人,2021 年)。亲社会课堂模式强调了教育者的社会和情感能力的重要性,因为这些能力关系到他们在课堂上成功应对充满情感的社会互动挑战、与学生建立积极的关系、有效管理课堂以及提供熟练的社会情感学习(SEL)指导,从而保持幸福感的能力(见图 1;Jennings & Greenberg, 2009)。这些要素营造了一个支持社会情感成长和最佳学生学习成果的课堂环境。自从詹宁斯和格林伯格(2009 年)的文章发表以来,研究一直在不断扩展,以确定具体的 SEC,以及它们与教育工作者的福祉和工作绩效之间的关系。在本文中,我们将情感图式作为与教育工作者的 SEC 相关的一种建构,并将其与理解课堂作为教育工作者和学生的发展环境相关联。
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