Students’ SEL skills, disciplinary practices and bullying: Relevance for positive youth development
Аутори
Kovačević-Lepojević, MarinaPopović-Ćitić, Branislava
Bukvić Branković, Lidija
Stojanović, Marija
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
The extent to which SEL (socio-emotional learning) techniques were provided in schools as well as the level of students’ SEL skills is frequently examined in relation to different aspects of negative aspects of school climate (e.g. school bullying). Students (N=860, 40.4% male students) completed Delaware School Climate Survey scales at a single time point. The aim of this paper is to identify use of positive, punitive, and social-emotional disciplinary techniques, students’ SEL skills and its’ effects on school bullying. Additionally, mediation of disciplinary techniques in relation of students’ SEL skills and school bullying is explored. Research results are summarized as follows. Female students scored higher for Student SEL Skills (F [211.87] = 8.36, p = .004, η2 =.01), SEL techniques (F [156.30] = 4.35, p = .037, η2 =.005) and Bullying at School (F [106.59] =9.05, p < .003, η2 =.01). Age, gender, SEL Punitive and Positive Techniques explained 33% variance in Bullying at School. Te...achers’ punitive disciplinary practice (β = .55, p <.001) positively predicted bullying at school, while SEL teaching practice negatively predicted bullying at school (β = - .24, p <.001). Full mediation of the link between students’ SEL skills and school bullying by all three teachers’ disciplinary practice is found (total indirect effect z = - 4.315, p < .001). Positive youth development (PYD) perspective supports minimizing punitive disciplinary practice at school, and maximizing SEL techniques in order to develop students’ SEL skills and prevent bullying.
Извор:
Dialogue, diversity and interdisciplinarity in the field of learning and instruction, 2022, 55-55Издавач:
- Faculty of Philosophy, University of Belgrade
Институција/група
rFASPERTY - CONF AU - Kovačević-Lepojević, Marina AU - Popović-Ćitić, Branislava AU - Bukvić Branković, Lidija AU - Stojanović, Marija PY - 2022 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/4888 AB - The extent to which SEL (socio-emotional learning) techniques were provided in schools as well as the level of students’ SEL skills is frequently examined in relation to different aspects of negative aspects of school climate (e.g. school bullying). Students (N=860, 40.4% male students) completed Delaware School Climate Survey scales at a single time point. The aim of this paper is to identify use of positive, punitive, and social-emotional disciplinary techniques, students’ SEL skills and its’ effects on school bullying. Additionally, mediation of disciplinary techniques in relation of students’ SEL skills and school bullying is explored. Research results are summarized as follows. Female students scored higher for Student SEL Skills (F [211.87] = 8.36, p = .004, η2 =.01), SEL techniques (F [156.30] = 4.35, p = .037, η2 =.005) and Bullying at School (F [106.59] =9.05, p < .003, η2 =.01). Age, gender, SEL Punitive and Positive Techniques explained 33% variance in Bullying at School. Teachers’ punitive disciplinary practice (β = .55, p <.001) positively predicted bullying at school, while SEL teaching practice negatively predicted bullying at school (β = - .24, p <.001). Full mediation of the link between students’ SEL skills and school bullying by all three teachers’ disciplinary practice is found (total indirect effect z = - 4.315, p < .001). Positive youth development (PYD) perspective supports minimizing punitive disciplinary practice at school, and maximizing SEL techniques in order to develop students’ SEL skills and prevent bullying. PB - Faculty of Philosophy, University of Belgrade C3 - Dialogue, diversity and interdisciplinarity in the field of learning and instruction T1 - Students’ SEL skills, disciplinary practices and bullying: Relevance for positive youth development EP - 55 SP - 55 UR - https://hdl.handle.net/21.15107/rcub_rfasper_4888 ER -
@conference{ author = "Kovačević-Lepojević, Marina and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Stojanović, Marija", year = "2022", abstract = "The extent to which SEL (socio-emotional learning) techniques were provided in schools as well as the level of students’ SEL skills is frequently examined in relation to different aspects of negative aspects of school climate (e.g. school bullying). Students (N=860, 40.4% male students) completed Delaware School Climate Survey scales at a single time point. The aim of this paper is to identify use of positive, punitive, and social-emotional disciplinary techniques, students’ SEL skills and its’ effects on school bullying. Additionally, mediation of disciplinary techniques in relation of students’ SEL skills and school bullying is explored. Research results are summarized as follows. Female students scored higher for Student SEL Skills (F [211.87] = 8.36, p = .004, η2 =.01), SEL techniques (F [156.30] = 4.35, p = .037, η2 =.005) and Bullying at School (F [106.59] =9.05, p < .003, η2 =.01). Age, gender, SEL Punitive and Positive Techniques explained 33% variance in Bullying at School. Teachers’ punitive disciplinary practice (β = .55, p <.001) positively predicted bullying at school, while SEL teaching practice negatively predicted bullying at school (β = - .24, p <.001). Full mediation of the link between students’ SEL skills and school bullying by all three teachers’ disciplinary practice is found (total indirect effect z = - 4.315, p < .001). Positive youth development (PYD) perspective supports minimizing punitive disciplinary practice at school, and maximizing SEL techniques in order to develop students’ SEL skills and prevent bullying.", publisher = "Faculty of Philosophy, University of Belgrade", journal = "Dialogue, diversity and interdisciplinarity in the field of learning and instruction", title = "Students’ SEL skills, disciplinary practices and bullying: Relevance for positive youth development", pages = "55-55", url = "https://hdl.handle.net/21.15107/rcub_rfasper_4888" }
Kovačević-Lepojević, M., Popović-Ćitić, B., Bukvić Branković, L.,& Stojanović, M.. (2022). Students’ SEL skills, disciplinary practices and bullying: Relevance for positive youth development. in Dialogue, diversity and interdisciplinarity in the field of learning and instruction Faculty of Philosophy, University of Belgrade., 55-55. https://hdl.handle.net/21.15107/rcub_rfasper_4888
Kovačević-Lepojević M, Popović-Ćitić B, Bukvić Branković L, Stojanović M. Students’ SEL skills, disciplinary practices and bullying: Relevance for positive youth development. in Dialogue, diversity and interdisciplinarity in the field of learning and instruction. 2022;:55-55. https://hdl.handle.net/21.15107/rcub_rfasper_4888 .
Kovačević-Lepojević, Marina, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Stojanović, Marija, "Students’ SEL skills, disciplinary practices and bullying: Relevance for positive youth development" in Dialogue, diversity and interdisciplinarity in the field of learning and instruction (2022):55-55, https://hdl.handle.net/21.15107/rcub_rfasper_4888 .