Titlebook: Self-Determination Theory and Socioemotional Learning ; Betsy Ng Book 2023 The Editor(s) (if applicable) and The Author(s), under exclusiv

External-Otitis

書(shū)目名稱(chēng)Self-Determination Theory and Socioemotional Learning 影響因子(影響力)




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書(shū)目名稱(chēng)Self-Determination Theory and Socioemotional Learning 讀者反饋




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Platelet

Understanding the Socioemotional Learning in Schools: A Perspective of Self-determination Theoryools. 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

LIKEN

Need Satisfaction and Links with Social-Emotional Motivation and Outcomes Among Studentsended to considering the social-emotional domains of life (e.g., interpersonal interactions, emotion regulation). In this chapter, we define and discuss social-emotional need satisfaction and the role it plays among school students. As per SDT, we focus on social-emotional need satisfaction in terms

Explosive

使人煩燥

Perceived Teacher’s Autonomy Support and Social-emotional Outcomes in Students: Mediating Effect of lness. Guilford Publications, 2017), the study was to explore how perceived teacher’s autonomy support (PTAS) is related to students’ social and emotional learning (SEL) and to examine whether the relationships are achieved through the satisfaction of students’ basic psychological needs. The current

嚴(yán)厲譴責(zé)

Exploring Social-Emotional Competencies of Students Through Peer Support in a Primary Schoolate the benefits of a peer support program (PSP) on the acquiring of social-emotional competencies and self-determination in a primary school context. In this primary school context, the peer support champions (PSCs) were trained to carry out their roles in looking out for their peers. The program c

Limerick

Development of Cohesion and Relatedness in the Classroom to Optimize Learning Processes in the Educa educational setting, relatedness needs satisfaction from the self-determination theory has been more thoroughly investigated (Ryan & Deci, 2017). Specifically, relatedness needs satisfaction can determine cognitive, behavioral, and affective consequences, such as academic performance, during the le

SEMI

libertine

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Self-Determination and Social & Emotional Learning for Students with Special Educational Needsng (SEL). The CASEL framework suggests five broad areas that educators can focus on in teaching SEL competence—self-awareness, self-management, social-awareness, relationship skills and responsible decision-making (CASEL, .). Emerging evidence suggests that students who were explicitly taught SEL ca