Betsy Ng Editor Self-Determination Theory and Socioemotional Learning Self-Determination Theory and Socioemotional Learning Betsy Ng Editor Self-Determination Theory and Socioemotional Learning Editor Betsy Ng National Institute of Education Nanyang Technological University Singapore, Singapore ISBN 978-981-99-7896-0 ISBN 978-981-99-7897-7 (eBook) https://doi.1007/978-981-99-7897-7 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023, corrected publication 2024 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc.
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This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Paper in this product is recyclable. Acknowledgements I would like to thank all the contributors of this edited book. Without your support and endeavor, this book would not have been possible.
I am deeply thankful for your prompt responses and patience with the revision process. I am also grateful to the anonymous reviewers for taking time to share with us the insightful feedback and words of encouragement. Special thanks go to Alexandra Campbell from Springer Singapore and Kavitha Palanisamy from Springer Nature for working with me in this publication. v Contents Part I Socioemotional Learning in Schools 1 Understanding the Socioemotional Learning in Schools: A Perspective of Self-determination Theory.
3 Betsy Ng 2 Need Satisfaction and Links with Social-Emotional Motivation and Outcomes Among Students. 19 Kate Caldecott-Davis, Rebecca J. Collie, and Andrew J. Martin 3 A Qualitative Study on the Social-Emotional Competencies of Peer Support Champions.
39 Hui Ming Cheryl Yeoh and Betsy Ng 4 Perceived Teacher’s Autonomy Support and Social-emotional Outcomes in Students: Mediating Effect of Need Satisfaction. 61 Hong Liu Wu, Betsy Ng, and Woon Chia Liu 5 Exploring Social-Emotional Competencies of Students Through Peer Support in a Primary School. 85 Chun Rong Ng and Betsy Ng Part II Socioemotional Competencies for Adolescence and Students’ Needs 6 Development of Cohesion and Relatedness in the Classroom to Optimize Learning Processes in the Educational Setting. López-Gajardo, and Juan J.
Pulido 7 The Basic Psychological Need Satisfaction and Frustration, and Emotional Well-Being of Young At-Risk and Non-at-Risk Students in Singapore. 127 Munirah Binte Shaik Kadir, Zi Yang Wong, Ser Hong Tan, and Imelda Santos Caleon vii viii Contents 8 Adolescents’ Future Career Preparation and Socioemotional Competencies: A Self-Determination Theory Perspective. 145 Esther Anwuzia 9 Self-Determination and Social & Emotional Learning for Students with Special Educational Needs. 167 Leng Chee Kong Part III Socioemotional Learning Through Mentoring 10 Developing SEL in Student Teachers: The Role of Mentors.
Ethan Wong and Woon Chia Liu 11 Autonomy-Supportive Mentoring: Self Determination Theory-Based Model of Mentoring that Supports Beginning Teachers’ Social and Emotional Learning in the Induction Period. 225 Haya Kaplan, Vardit Israel, Haled El-Sayed, and Huwaida Alatawna Alhoashle 12 Autonomy-Supportive Teaching on Teacher Social-Emotional Competencies. 249 Kimberly Hannah Siacor, Betsy Ng, and Woon Chia Liu Part IV Socioemotional Learning in Higher Education 13 A Self-determination Approach to Socioemotional Learning: Supporting Students’ Needs as an Essential Foundation for the Cultivation of Socioemotional Skills. 269 Avi Assor and Noam Yitshaki 14 Self-determination and Socioemotional Learning Interventions on Educator’s Psychological Health and Well-Being: A Systematic Review.
295 Heon Jin Kang 15 The Relationship Between Social Support and Physical Activity: A Moderated Mediation Model Based on the Self-Determination Theory. Law, and Ada M. Ma 16 The Role of Mindfulness in Promoting Socioemotional Outcomes: A Self-determination Perspective. 349 Betsy Ng and Leng Chee Kong Correction to: Self-Determination Theory and Socioemotional Learning.
C1 Betsy Ng Part I Socioemotional Learning in Schools Chapter 1 Understanding the Socioemotional Learning in Schools: A Perspective of Self-determination Theory Betsy Ng Abstract This is a conceptual chapter that aims to postulate the framework of self- determination theory (SDT) on promoting socioemotional learning (SEL) in schools. As SDT promotes self-determination in which individuals act according to their own volition toward their goals or desires, it could be the avenue to understand how individuals relate to each other, promoting individual self-efficacy, socioemotional skills, and mental well-being. Hence, the key purpose of the chapter is to identify the strategies of SDT to promote SEL in schools. The main research question is: what are the SDT-based research and strategies that can promote SEL in students? There is a strong relevance of this research in the current educational context.
Specifically, SDT-based practices in relation to SEL are not widely investigated, and there is no existing SDT-SEL approach to support teachers, educational leaders, and schools to adopt relevant strategies of SEL. This chapter suggests that SDT-based practices could promote SEL in schools, thereby supporting teachers and students toward better physical and mental well-being. Practical implications and recommendations for this field of research will be discussed. Furthermore, insights into the strategies in SDT to promote SEL in schools will be included.
Introduction Socioemotional learning (SEL) is a critical part of students’ learning, preparing them to live and work as adults in the twenty-first century (MOE, 2019). When students do not have the emotional and social abilities, they may face difficulties in coping with anxiety or stress. Students experience a variety of problems related to school maladjustment or violence and behavioral issues, as well as social relationships and emotion regulation in their everyday lives (Oh & Song, 2021). Without adequate social-emotional competencies (SECs), they may experience a variety of problems related to school violence and school maladjustment, in addition to problems with B.
Ng (B) National Institute of Education, Nanyang Technological University, Singapore, Singapore e-mail: betsy.sg © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.), Self-Determination Theory and Socioemotional Learning, https://doi. Ng interpersonal relationships and behavioral regulation in their everyday lives. As such, SEL has become increasingly of interest to educational research, policy, and practice. Studies reported that SECs promote the development of positive attitudes, as well as enhance cognitive skills, coping strategies, and academic performance (e., Ahmed et al., 2020; Weissberg et al.
SECs are effective in preventing school maladjustment and behavioral problems by positively influencing the school life of students, in terms of their emotion regulation, motivation, and engagement with learning. Therefore, schools play an important role in the teaching of socioemotional skills to students, equipping them to cope with anxiety and stress effectively. The key contribution of this chapter is to highlight the importance of SEL that is likely to prevent students’ behavioral problems at both intra- and inter-levels. The focus of SEL is not only on students’ academic performance and well-being; it is also a universal prevention of stress and promotion of self-management.
However, it is a concerted effort that involves school leaders, teachers, students, and their peers, together with researchers to create a caring school community that connects research and practice. Literature Review Self-determination Theory Self-determination is important in the development of individuals to become more effective and refined in their reflection of ongoing experiences (Ryan & Deci, 2008). Individuals act because of motives, needs, and incentives. In this manner, they will experience self-determination when their three basic psychological needs are satis- fied.
Based on the self-determination theory (SDT), the three basic needs that are essential for optimal functioning and well-being are namely autonomy, competence, and relatedness. Autonomy refers to being the source of one’s behavior with the volition for choice-making, competence is experiencing optimal self-proficiency and capability, while relatedness refers to a sense of belongingness with individuals and community (Deci & Ryan, 1985). To facilitate students’ psychological needs, teachers could create an autonomy-supportive environment that fosters students’ need satisfaction which in turn nurture their intrinsic motivation toward learning. Previous studies showed that autonomy-supportive environment increased motiva- tion and improved academic performance (e., Ng et al.
Autonomy-supportive environment refers to a learning climate that is charac- terized by social, relational tone or instructional acts to nurture students’ intrinsic motivation (Reeve & Jang, 2006). As such, autonomy support promotes need satis- faction and facilitates self-determined forms of motivation (Cheon et al. For instance, the following principles could create an autonomy-supportive environment, namely: 1 Understanding the Socioemotional Learning in Schools: A Perspective … 5 (1) identifying and fostering students’ intrinsic motivation by offering options; (2) fostering interest with respect to learning; (3) providing rationale and informational feedback; (4) encouraging self-regulated learning (Ng et al. Extensive studies in the SDT literature have provided the benefits associated with autonomy support and need satisfaction of learners (e., Hsu et al., 2019; Jang et al.
As SDT has been recognized as a macro-human theory and is widely applied in education research, it has potential to address students’ SEL in schools and support their mental well-being. Within the context of SDT, one of the most important socioemotional skills that children could develop in a need-supportive environment is their empathy (Kurdi et al. For instance, need for relatedness is likely to support students’ prosocial behaviors that display greater empathy. An example of creating autonomy-supportive discussions with students could enhance positive emotions in them which in turn bring in positive perceptions of the teacher, resulting in less negative emotions and violence in class (Guay, 2022).
The greater the student’s satisfaction is, the more his or her positive emotion at school is. Hence, teachers who apply autonomy support could enhance student’s psychological needs that in turn foster socioemotional outcomes. A Theory of Social and Emotional Learning Social and emotional learning or socioemotional (SEL) is defined as the individual capacity to recognize and manage emotions, solve problems effectively, and estab- lish and maintain positive relationships with others (Ragozzino et al. SEL involves the process by which individuals acquire and effectively apply the knowl- edge, attitudes, and skills to understand and manage their emotions, to feel and show empathy for others, to establish and achieve positive goals, as well as to make responsible decisions (Schonert-Reichl, 2017).
In this chapter, SEL is viewed as an essential process by which young children should learn at an early age so that they practice socioemotional skills to build healthy connections, regulate own emotions, and display emphatic behaviors. In simpler terms, SEL relates to competencies in combination of cognitions and emotions and behaviors that are essential for all students’ success in schools and throughout their lives (Zins et al. Likewise, socioemotional skills play an important role in driving lifetime success, as they are involved in achieving goals, working with others and managing emotions (OECD, 2018). Based on extensive research, the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2022) has identified five interrelated competencies that are central to SEL: self- awareness, self-management, social awareness, relationship skills, and responsible decision-making.
These five social-emotional competencies (SECs) are elaborated in the following: 6 B. Given a clear theoretical perspective, the next section discusses the relevant literature and empirical findings. Positive Outcomes Related to SEL The need for the abovementioned SEL covers a wide range of tasks such as academic and social tasks. During SEL, emotions such as curiosity and interest play the role of making social and rational decisions.