Self-Determination Theory and Socioemotional Learning

This book approaches the field of socioemotional learning from the perspective of self-determination theory (SDT). The volume examines socioemotional learning (SEL) in schools, higher educational institutions, and workplaces. It is a timely work in its comprehensive presentation of a means of understanding motivation for one's own work, the motivation of others, stress tolerance, team-working, conflict resolution, as well as dealing with critical situations. Socioemotional learning relates to competencies in a combination of behaviors, cognitions, and emotions that are essential for all individuals' success, including educational and employment settings. This book presents the most comprehensive discussion of SDT perspectives on socioemotional learning in various domains, ranging from formal to informal settings. This book is an essential resource for social scientists, educators, and researchers working in education, organizational psychology, and family sociology.

Includes theoretical and empirical chapters related to socio-emotional learning research Presents an in-depth focus on self-determination theory across various educational and social settings and domains Emphasizes the importance of socio-emotional learning to well-being and education

Auteur
Dr. Betsy Ng is a researcher and lecturer who has been actively involved in education research since 2009. To date, she has over 60 peer-reviewed articles and conference paper presentations. Her areas of expertise include motivation and lifelong learning. She also has research interests in graduate employability and adult learning. She serves as a guest editor and reviewer for numerous academic journals and conferences including Learning and Individual Differences, Learning and Motivation, and American Educational Research Association. She is currently involved in several projects as a principal investigator and co-investigator, with a total grant funding of over S$2 million, at the National Institute of Education in Singapore.

Contenu
Part I: Socioemotional Learning in Schools.- Chapter 1 Understanding the socioemotional learning in schools: A perspective of Self-Determination Theory.- Chapter 2 Need Satisfaction and Links with Social-Emotional Motivation and Outcomes Among Chapter.- 3 A qualitative study on the Social-Emotional Competencies of Peer Support Champions.- Chapter 4 Perceived Teacher's Autonomy Support and Social-emotional Outcomes in Students: Mediating Effect of Need Satisfaction.- Chapter 5 Exploring Social-Emotional Competencies of Students through Peer Support in a Primary School Part II: Socioemotional Competencies for Adolescence and Students' Needs.- Chapter 6 Development of Cohesion and Relatedness in the Classroom to Optimize Learning Processes in the Educational Setting.- Chapter 7 The Basic Psychological Need Satisfaction and Frustration, and Emotional Well-being of Young At-Risk and non-At-risk Students in Singapore.- Chapter 8 Adolescents' Future Career Preparation and Socioemotional Competencies: A Self-Determination Theory Perspective.- Chapter 9 Self-Determination and Social & Emotional Learning for Students with Special Educational Needs Part III: Socioemotional Learning through Mentoring.- Chapter 10 Developing SEL in Student Teachers: The role of Mentors.- Chapter 11 Autonomy-Supportive Mentoring: Self Determination Theory[1]Based Model of Mentoring that Supports Beginning Teachers' Social and Emotional Learning in the Induction Period.- Chapter 12 Autonomy-supportive teaching on teacher social-emotional competencies.- Part IV: Socioemotional learning in higher education .-Chapter 13 A Self-Determination Approach to Socioemotional Learning: Supporting Students' Needs as an Essential Foundation for the Cultivation of Socio-Emotional Skills.- Chapter 14 Self-Determination and Socioemotional Learning Interventions on Educator's Psychological Health and Well-being: A Systematic Review.- Chapter 15 The interplay between self-determined motivation and social support onengagement in physical activity among university students in Hong Kong.- Chapter 16 The role of mindfulness in promoting socioemotional outcomes: A self-determination perspective. <p