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2 results

  • 25 - Social and Emotional Learning in Schools

  • from Part IV - Behavioral and Social-Emotional Interventions
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 428-450

  • Summary

    Although parents and educators have identified student social and emotional development as an important educational outcome, this domain has not received as much emphasis in educational policy or practice as academic achievement. Recognition of the contributions of social and emotional learning (SEL) to students’ social and academic success, however, has increased interest in promoting SEL in schools over the last decade. This chapter begins with a brief introduction to SEL constructs and definitions, followed by a synopsis of current SEL assessment and intervention practices. We also highlight the current state of empirical evidence for these practices and then turn to several important necessary future directions to advance school-based SEL practices.

  • Social Intelligence as a Predictor of Loneliness in the Workplace

  • Fatos Silman, Tayfun Dogan
  • Journal:
    The Spanish Journal of Psychology / Volume 16 / 2013
    Published online by Cambridge University Press:
    28 June 2013, E36

  • The aim of this research is to examine the relationship between social intelligence and loneliness of academics in the workplace. This study involves 326 (149 female/177 male) academics employed in various universities in Turkey and North Cyprus. The age average of participants is 39.09 years. In this study, the Loneliness at Work Scale (LAWS) and Tromso Social Intelligence Scale (TSIS) have been utilized. The data were analyzed using multiple regression and Pearson product-moment correlation coefficient analysis techniques. The findings showed that social information processing, social skills, and social awareness, which are the sub-dimensions of social intelligence, positively explained 26% of social deprivation. Social skills and social awareness positively explained 13% of social companionship. The findings also showed that the social information processing sub-dimension did not meaningfully explain social companionship.