مستوى التعلم الاجتماعي-الانفعالي وعلاقته بالسلوك الاجتماعي الإيجابي لدى طلبة المدارس الثانوية في الأردن

Adams, L. (2023), The Effects of Social-Emotional Learning Strategies on Promoting Positive Behavior in Elementary School Students. Master's Theses & Capstone Projects, 518. https://nwcommons.nwciowa.edu/education_masters/518

Akelaitis, A., & Lisinskiene, A. (2018), Social Emotional Skills and Prosocial Behaviour among 15–16-year-old Adolescents. European Journal of Contemporary Education, 7(1), 21-28.

Bailey, R., Stickle, L., Brion-Meisels, G., & Jones, S. (2019). Re-imagining social-emotional learning: Findings from a strategy: based approach. Sage Journals, 100(5), 53-58.

Batson, C. D. (1983). Sociobiology and the role of religion in promoting prosocial behavior: An alternative view. Journal of Personality and Social Psychology, 45(6), 1380–1385. https://doi.org/10.1037/0022-3514.45.6.1380

Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588.

Carlo, G., & Randall, B. (2002). The Development of a Measure of Prosocial Behaviors for Late Adolescent. Faculty Publications, Department of Psychology. Journal of Youth and Adolescence, 31, 31-44.

Borowski, T. (2019). CASEL’s framework for systemic social and emotional learning. Measuring SEL: Using Data to Inspire Practice, 8, 1-7. Skoog-Hoffman, A., Ackerman, C., Boyle, A., Schwartz, H., Williams, B., Jagers, R., ... & Weissberg, R. P. (2020). Evidence-based social and emotional learning programs: CASEL criteria updates and rationale. Retrieved February, 6, 2023. Cipriano, C., Strambler, M., Naples, L., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 1–24.

Clarke, A., Sorgenfrei, M., Mulcahy, J., Davie, P., Friedrich, C., & McBride, T. (2021). Adolescent mental health: A systematic review on the effectiveness of school-based interventions. London: Early Intervention Foundation.

Collie, R. (2022). Instructional support, perceived social-emotional competence, and students’ behavioral and emotional well-being outcomes. Educational Psychology, 42(1), 4- 22. https://doi.org/10.1080/01443410.2021.1994127

Davenport-Kellogg, C., & Stevenson, H. (2022), Social-Emotional Learning and Peer Support through social media. The International Journal of Technology, Knowledge, and Society,18(1), 24-34.

Davis, M. H., & Franzoi, S. L. (1991). Stability and change in adolescent self-consciousness and empathy. Journal of Research in Personality, 25(1), 70–87.

Durlak, J., Mahoney, J., & Boyle, A. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11-12), 765–782. https://doi.org/10.1037/bul0000383

Eisenberg, N. (1990). Prosocial development in early and mid-adolescence. In From childhood to adolescence: A transitional period? (pp. 240–268). Sage Publications, Inc.

Eisenberg, N. (2006). Prosocial behavior. In Children’s needs III: Development, prevention, and intervention (pp. 313–324). Washington, DC: National Association of School Psychologists.

Eisenberg, N., Fabes, R. A., Karbon, M., Murphy, B. C., Wosinski, M., Polazzi, L., ... & Juhnke, C. (1996). The relations of children's dispositional prosocial behavior to emotionality, regulation, and social functioning. Child development, 67(3), 974-992. Espelage, D., Rose, A., PhD, & Polanin, J. (2015). Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization Among Middle School Students with Disabilities. Sage Journals, 36(5). https://doi.org/10.1177/0741932514564564

Geesa, R. L., Robbins, K., & Shively, K. (2022). The collaborative model for teaching o-SEL: Preparing educators to design online environments for socialemotional learning. Journal of Online Learning Research, 8(1), 67-100.

Gilman, R., Huebner, S., & Furlong, M. (2009). Handbook of Positive Psychology in Schools. (1st ed.). New York, Taylor & Francis.

Howley, D., Dyson, B., Baek, S., Fowler, J., & Shen, Y. (2022). Opening Neat New Things: Exploring Understandings and Experiences of Social and Emotional Learning and Meaningful Physical Education Utilizing Democratic and Reflective Pedagogies. International Journal of Environmental Research and Public Health, 19(18), 2-17. https://doi.org/10.3390/ijerph191811229

Mareš, J. (2017). Prosocial Behavior Education in Children, Acta Educationis Generalis, 7(2), 7-16.https://doi.org/10.1515/atd-2017-0009

Moore, B. S. (1990). The origins and development of empathy. Motivation and Emotion, 14(2), 75–80.

Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. (2016). Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward. Review of Research in Education 40 (1), 644–681.

Pan, Y., Liang, S., Shek, D., Zhou, D., & Lin, X. (2022). Perceived school climate and adolescent behaviors among Chinese adolescents: Mediating effect of social‐emotional learning competencies. Psychology in the Schools, 60(9), 3435–3451. https://doi.org/10.1002/pits.22932

Panwar, P., Sharma, S., & Kang, T. (2020). Influence of social-emotional learning on pro-social behavior among adolescents. The Pharma Innovation Journal, 9(1), 253-258.

Parisse, C., Theodorou, A., Baldner, C., Marini, M., Prislei, L., Alparone, F., & Livi, S. (2023). Need for cognitive closure and prosocial behavior in high school students: The role of perspective taking and empathic concern. Personality and Individual Differences, 215, 112396.

Peffer, K. (2023). The Positive Behavioral Effects of Reading Intervention and Social Emotional Learning. Culminating Experience Projects,344. https://scholarworks.gvsu.edu/gradprojects/344

Sarvinoz, Q. (2022). Emotional Understanding of Individuals the Role of Emotions. Research Jet Journal of Analysis And Inventions, 3(1), 12-18. ISSN: 2776-0960

Schonert-Reichl, K. (2017). Social and Emotional Learning and Teachers. JSTOR, 27(1), 137-155.

Siu, A., Shek, D., & Lai, F. (2012). Predictors of Prosocial Behavior among Chinese High School Students in Hong Kong. The Scientific World Journal, 1-7. https://doi.org/10.1100/2012/489156

Steed, E., Shapland, D., & Leech, N. (2022), Early Childhood Teachers’ Perceptions of the Effectiveness of Their Elementary School’s Approach to Social Emotional Learning: A Mixed Methods Study. Early Childhood Education Journal, 50, 1121–1132. https://doi.org/10.1007/s10643-021-01248-4

Taylor, R., Oberle, E., Durlak, J., & Weissberg, R. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development, 88(4), 1156-1171.

Tisak, J., Maynard, A. M., & Tisak, M. S. (2002). AIRA: Measurement of adolescents ‘judgments regarding intentions to respond to physical and verbal aggression. Aggressive Behavior, 28(3), 207–223.

Totan, T. (2018). Development of Social and Emotional Learning Scale in Adolescents, Marmara University Atatürk Faculty of Education. Journal of Educational Sciences, 48 (48), 41-57. https://doi.org/10.15285/maruaebd.393209

Turan, M. (2021). The Relationship between Social Emotional Learning Competencies and Life Satisfaction in Adolescents: Mediating Role of Academic Resilience. International Online Journal of Educational Sciences, 13(4), 1126-1142.

Yang, C., Bear, G., & May, H. (2018). Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools. School Psychology Review, 47(1), 45-61. https://doi.org/10.17105/SPR-2017-0003.V47-1

Yap, K., Koh, A., Kumar, K., Lahpai, M., Cheng, K., Ravindaran, T., Vasu, P., & Verghis, S. (2022), Protocol for a feasibility evaluation of a Social and Emotional Learning (SEL) programme to improve resilience and academic achievement in refugee children from a community learning center in Malaysia: PARSEL (Participatory Action Research on SEL). PLOS ONE 17(8), 1-15. https://doi.org/10.1371/journal.pone.0273239

Yao, Z., & Li, Y. (2023), The influence of social support on low-income adolescents’ prosocial behavior: The mediating role of social goals. Children and Youth Services Review, 155, 2-8, 107201.

Zins, J., Weissberg, R., Wang, M., & Walberg, H., (2004). Building academic success on social and emotional learning:What does the research say?. New York: Teachers College Pr. http://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=715948