Rebecca J. Collie

Locating Social and Emotional Learning in Schooled Environments: A Vygotskian Perspective on Learning as Unified

This article contributes to the emerging literature on social and emotional learning (SEL) from a Vygotskian perspective. A critical perspective on SEL in the context of schooling in the United States situates current interest in SEL programs. Vygotskys foundational work from the 1920s and 1930s is used to clarify learning as unified, and the concept of feeling is elaborated with literature relevant to learning in school environments and across the life course. Potential next steps for research are noted, in particular given the unity of speech, thinking, and feeling and the literature on the role of social speech and dialogue in learning and development.

Academic Buoyancy, Student's Achievement, and the Linking Role of Control: A Cross-Lagged Analysis of High School Students.

BACKGROUND Previous research has indicated that although academic buoyancy and students achievement are associated, the relationship is relatively modest. AIMS We sought to determine whether another construct might link academic buoyancy and students achievement. Based on prior theoretical and empirical work, we examined a sense of control as one possible linking mechanism. SAMPLE The study analysed data from 2,971 students attending 21 Australian high schools. METHODS We conducted a cross-lagged panel design as a first means of disentangling the relative salience of academic buoyancy, control, and achievement (Phase 1). Based upon these results, we proceeded with follow-up analyses of an ordered process model linking the constructs over time (Phase 2). RESULTS Findings showed that buoyancy and achievement were associated with control over time, but not with one another (Phase 1). In addition, control appeared to play a role in how buoyancy influenced achievement and that a cyclical process may operate among the three factors over time (Phase 2). CONCLUSION The findings suggest that control may play an important role in linking past experiences of academic buoyancy and achievement to subsequent academic buoyancy and achievement.

Motivation and Engagement in the United States, Canada, United Kingdom, Australia, and China: Testing a Multi-Dimensional Framework

This study explored motivation and engagement among North American (the United States and Canada; n = 1,540), U.K. (n = 1,558), Australian (n = 2,283), and Chinese (n = 3,753) secondary school students. Motivation and engagement were assessed via students’ responses to the Motivation and Engagement Scale–High School (MES–HS). Confirmatory factor analysis using Mplus found good fit for each of the four samples. Multi-group invariance tests demonstrated comparable factor structure, reliability, distributional properties, and correlations with a set of validational factors across the four groups. Results hold implications for international assessment of motivation and engagement, research, and data analysis.

Teacher Well-Being Exploring Its Components and a Practice-Oriented Scale

This study examined the psychometric properties of the Teacher Well-Being Scale, which assesses three factors of teachers’ work-related well-being: workload, organizational, and student interaction well-being. With a sample of Canadian teachers, results confirmed the reliability, approximate normality, and factor structure of the scale; provided support for a higher order factor of teacher well-being; showed the instrument functioned similarly across different sociodemographic subgroups; and demonstrated the well-being factors were related as expected with external constructs of teacher stress, job satisfaction, and general well-being. Combined, these analyses provide support for the use of the instrument as an assessment of teacher well-being and evidence of the importance of teacher well-being for other teacher outcomes. Implications for research and practice are discussed.

Adaptability, Engagement and Academic Achievement at University.

Abstract University entry is a time of great change for students. The extent to which students are able to effectively navigate such change likely has an impact on their success in university. In the current study, we examined this by way of adaptability, the extent to which students’ adaptability is associated with their behavioural engagement at university, and the extent to which both are associated with subsequent academic achievement. A conceptual model reflecting this pattern of predicted relations was developed and tested using structural equation modelling. First-year undergraduate students (N = 186) were surveyed for their adaptability and behavioural engagement at the beginning of their first year. Following this, students’ academic achievement was obtained from university records at the end of Semester 1 and 2 of first-year university. Findings showed that adaptability was associated with greater positive behavioural engagement (persistence, planning, and task management) and lower negative behavioural engagement (disengagement and self-handicapping). Moreover, negative behavioural engagement was found to inversely predict academic achievement in Semester 1, which predicted academic achievement in Semester 2. The educational implications of the findings are discussed.

Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches

This book is the first ever to provide a timely and important collection of diverse perspectives on and approaches to social and emotional learning in the Australian and Asia Pacific context.

Multidimensional motivation and engagement for writing: construct validation with a sample of boys

Given recent concerns around boys’ literacy, this study examined multidimensional writing motivation and engagement among boys. We explored internal and external validity of 11 adaptive (e.g. self-efficacy for writing) and maladaptive (e.g. disengagement from writing) factors of writing motivation and engagement. The sample comprised 781 male Australian high school students (aged 11–18 years). We used confirmatory factor analysis and structural equation modelling to conduct our analyses. Results confirmed the internal structure of the factors and revealed that parent education, and to a lesser degree language background, predicted several motivation and engagement factors. In addition, the adaptive motivation and engagement factors were associated positively with several writing (e.g. enjoyment of writing) and literacy outcomes (e.g. literacy achievement), whereas the maladaptive factors tended to be negatively associated. Invariance was found in the associations among the motivation and engagement factors and the outcomes across several participant subgroups (e.g. by gender, language background). There was also measurement invariance between the study’s sample and five randomly drawn samples of students from archived data on domain-general academic motivation and engagement. Combined, our analyses shed light on a domain-specific area of motivation and engagement – writing – that could benefit from an integrative multidimensional examination.

Teachers’ Social and Emotional Competence: Links with Social and Emotional Learning and Positive Workplace Outcomes

Social–emotional learning (SEL) involves curriculum that aims to teach students social–emotional competence (SEC) through capacities such as relationship skills and self-management skills. Although the research case for the benefits of SEL is gaining strength, this has overwhelmingly tended to focus on outcomes for students. Very little research has focused on teachers’ outcomes. The aim of this chapter is to consider the relevance of SEC and SEL implementation for teachers. To do this, a conceptual framework based on Jennings and Greenberg’s (Rev Educ Res 79:491–525, 2009) prosocial classroom model is introduced. The framework provides conceptual grounding for links between teachers’ SEC, their experiences of SEL programmes, and outcomes for teachers and students. Next, research on teachers’ SEC is discussed with reference to the impact of teachers’ SEC for teachers’ and students’ outcomes. Following this, the relevance of SEL for teachers is discussed by considering the important roles played by teachers’ beliefs about SEL, along with the impact that SEL programmes can have on teachers. To end, implications for practice, research, and theory that support the promotion of teachers’ SEC and the extension of research on SEL for teachers are discussed.

Long-term outcomes for large for gestational age infants born at term

Large for gestational age (LGA) babies have increased risks for short‐term outcomes such as shoulder dystocia, neonatal hypoglycaemia and longer hospital stay. Little is known of long‐term health, development and educational outcomes of LGA babies. The aim of this study was to determine the long‐term health, mortality, development and educational outcomes for infants born LGA at term.

Social support, academic adversity and academic buoyancy: a person-centred analysis and implications for academic outcomes

Abstract The present study employed person-centred analyses that enabled identification of groups of students separated on the basis of their perceptions of social support (home and community), academic support, academic adversity and academic buoyancy. Among a sample of 249 young people, including many from high-needs communities, cluster analysis revealed three distinct groups of students: the thriver, supported struggler and at-risk struggler. We compared the three groups on their academic motivation. Analyses revealed significant differences between groups in adaptive motivation outcomes, but no differences in impeding or maladaptive motivation outcomes. Combined, the results speak to the importance of support and academic buoyancy for positive student outcomes.