The Effect of a SEL (Social–Emotional Learning) Intervention Program Based on Emotional Regulation and Metacognitive Awareness for Special Education Preservice Teachers Experiencing Adapted Teaching in Mathematics

Autor: Stella Gidalevich, Ella Mirkin
Jazyk: English<br />Spanish; Castilian
Rok vydání: 2024
Předmět:
Zdroj: European Journal of Investigation in Health, Psychology and Education, Vol 14, Iss 7, Pp 1996-2012 (2024)
Druh dokumentu: article
ISSN: 2254-9625
2174-8144
DOI: 10.3390/ejihpe14070133
Popis: This study’s aim was to examine the influence of a unique intervention program based on emotional self-awareness and the development of emotional regulation as an important component of SEL combined with metacognitive awareness. Seventy-two third-year preservice teachers participated for one year, tutoring a mathematically challenged student. This intervention was applied to an experimental group where each participant learned to assess his/her emotional state using a special ruler prior to teaching a lesson, and according to the ruler’s assessment results, the preservice teacher was assisted by a variety of emotional regulations as well as metacognitive strategies. A control group learned only metacognitive strategies. This study’s results indicated that experimental group participants showed notable improvement in cognitive reappraisal post-intervention compared to the control group, which showed no change. For metacognitive awareness, in both research groups, an increase was apparent post-intervention. Nevertheless, a comparison of the effect size of differences between the two measurement points indicated that the experimental group exhibited a greater improvement in metacognitive regulation compared to the control group. A significant positive correlation was found in the experimental group between cognitive reappraisal and metacognitive regulation. Assimilation and training of emotional skills among preservice teachers during training are necessary.
Databáze: Directory of Open Access Journals
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