ijcs
Abstract : Editorial: Adjustment of Learners’ Violent Behaviour in a School Context
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Editorial Download Full Article |
Abstract : An Exploratory Study on How Democratic School Management Practices Affect the Dynamics of Violence in Schools
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Abstract: The goal of teachers, schools and support staff is the optimal development of learners. This goal depends on effective school management, which in turn depends on an adequate curriculum and supporting teaching and learning environments. This paper is focused through a literature review on the dynamics of violence in South African schools and the need for democratic school management. The necessity of emotional intelligence teaching in the classroom and learner-centred teaching is shown. This study also investigated the coordinated and integrated management of positive learner behaviour, whole school development and management of a culture of positive behaviour. The establishment of a safe school depends on the management's interaction with the larger social and organisational context in which they find themselves. The study concludes that there is a correlation between Emotional Intelligence teaching methods and learners' behaviour. The use of Emotional Intelligence in the classroom can be regarded as the corrective aspect of discipline, thus, preventing inappropriate behaviour of learners. Recommendations and guidelines for the use of effective adjusted and alternative teaching methods to support school management in the use of emotional skills in the school context are provided. Keywords: Dysfunctional behaviour, Learners/Teachers, Classroom/classroom practices, School/School management, School violence, Emotional intelligence, Social-emotional interventions, Social behaviour, Interpersonal ability.Download Full Article |
Abstract : Students’ Social and Emotional Competence Promoting Positive Social Relationships and Skills
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Abstract: The current study examined causal relationships between social and emotional competence and social relationships and skills in the classroom. Participants were 2,410 third- to ninth-grade students and they responded to the scales of social and emotional competence (SEC), self-esteem, and normative behavior. The classroom teachers rated their normative behavior in the classes. The results indicated that perceived SEC has influences on children’s actual normative behavior through self-esteem and perceived normative behavior, and that self-esteem partly mediates the cause-and-effect process between perceived SEC and perceived normative behavior. The same causal structure was found among both elementary school students (third to sixth grades) and junior high school students (seventh to ninth grades), with age-related differences in some path coefficients. The findings support that SEC enhancement by social and emotional learning brings positive outcomes in students’ perception and social relationships and skills. Keywords: Social and emotional competence, self-esteem, normative behavior, social and emotional learning, social relationships.Download Full Article |
Abstract : The Influence of Social Relationships on Conduct Problems in School Context – Does School Engagement Matter?
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Abstract: There has been an increase in the prevalence of problem behavior during adolescence over the last decades. Thereby, studies have found that social bonds and relationships as well as school engagement as a form of connectedness play an important protective role. However, less is know whether school engagement is as a potential mediator in the association of social relationships with peers and teachers and conduct problems. The current study examined this interplay in a large non-clinical sample of students (N= 1.088; MAge= 13.7 SD=0.53 at T1; N= 845; Mage = 15.32, SD = .49 at T2) in secondary schools in Brandenburg, Germany. Structural Equation Modeling (SEM) was used to test the mediating effect from school engagement in the association between students’ social relationships in early adolescence and conduct problems in middle adolescence. The results show that school engagement function as full mediator in the association of both student-student relationships and teacher-student relationships at T1 and conduct problems at T2. This highlights that fostering school engagement in early adolescence might be an essential starting point for prevention and intervention strategies of conduct problems in middle adolescence. Keywords: Social relationships, school engagement, conduct problems, adolescence.Download Full Article |
