Teacher practices to build specific perceived-SEC dimensions: reflect-brainstorm-practice-evaluate cycles and literature-based perspective-taking¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 associational), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The article's practical implications recommend teachers directly target specific perceived-SEC factors. For assertiveness, social regulation, and emotion regulation, "teachers can encourage students to: reflect on a situation in which they could have engaged more confidently, or regulated their actions or emotions differently; brainstorm how they could respond to or interpret the situation differently; put those ideas in practice; and, evaluate the impact of and refine the different strategies." For tolerance and emotional awareness, literature-based role-play and perspective-taking are suggested, plus fostering a social-emotional growth mindset.

Design Implications¶

Context¶

Requirements¶

• Teachers able to integrate reflection, role-play, and strategy-evaluation routines into their teaching practices; access to literature for perspective-taking activities

Constraints¶

• Recommended in the article's discussion for adolescents; the article notes three specific factors were not uniquely associated with outcomes but remain relevant via their contribution to global perceived-SEC

Target Learners¶

• secondary school students (ages 13-16)

Target Learning Goals¶

• assertiveness, tolerance, social regulation, emotion regulation, emotional awareness, social-emotional growth mindset

Affordances¶

• Sec School Model Collie

Claims¶

• Perceived competence for social regulation negatively predicts external motivation and conduct problems, and perceived competence for tolerance positively predicts autonomous motivation [+W]
• Global perceived-SEC is indirectly associated with greater prosocial behavior via autonomous motivation (β = .23), the only significant indirect path [+W]
• Global perceived-SEC is positively associated with autonomous motivation, introjected motivation, and prosocial behavior, and negatively with conduct problems [+W]

Related Strategies¶

• Empathy for Educators
• Social Awareness Instruction with Current Events
• Build Time for Self-Reflection

Examples¶

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Key Sources¶

• Collie, R.J. (2022). Perceived social-emotional competence: A multidimensional examination and links with social-emotional motivation and behaviors. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101656