The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes

By Patricia A. Jennings, Mark T. Greenberg. 2009

3,507 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ae842d4f80572be4cbc61f2bbc25a5895a94f544

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Citations in the corpus

Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “It is argued that practitioners who are more emotionally “competent” are more successful teachers as they can establish friendly and productive relationships with their learners (Jennings & Greenberg, 2009).”
A Review of School-Based Positive Psychology Interventions (2011, background): “When teachers and school staff have high levels of social and emotional wellbeing, this has a positive influence on the students (Jennings & Greenberg, 2009).”
The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate (2014, background): “…and conflictual interactions with their students, are less likely to establish supportive relationships with their students, and are less likely to be effective teachers (Curbow et al., 2000; Jennings & Greenberg, 2009), all of which would negatively influence the classroom emotional climate.”
RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning (2019, background): “RULER focuses on skill building for adults so they can be agents of change for students (Jennings & Greenberg, 2009).”
Teacher Decision Factors That Lead to Preschool Expulsion: Scale Development and Preliminary Validation of the Preschool Expulsion Risk Measure (2018, background): “…social and emotional development by training early childhood educators to provide appropriate and effective strategies to address challenging behaviors, as well as to foster a healthy climate of learning (Hemmeter, Fox, Jack, & Broyles, 2007; Jennings & Greenberg, 2009; Quesenberry et al., 2014).”
How emotionally intelligent are pre-service teachers? (2012, background): “…can create a more positive and effective learning environment which is important for the motivation and productivity of both teachers and students (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Jennings & Greenberg, 2008; Rimm-Kaufman, Fan, Chiu, & You, 2007; Sutton & Wheatley, 2003).”
Advancing the Science and Practice of Social and Emotional Learning (2016, background): “SEL programs are starting to become more explicit about intended outcomes for adults and other members of the school community, given work that suggests the importance of adult modeling, stress management, and coregulation (Jennings & Greenberg, 2009; Osher et al., 2012; Osher et al., 2014b).”
Social and Emotional Learning and Teacher–Student Relationships: Preschool Teachers’ and Students’ Perceptions (2016, background): “…differences in teacher social and emotional learning (SEL), the process of acquiring skills in recognizing and managing emotions, the development of care and concern for others, the ability to take responsible decisions and the establishment of positive relationships (Jennings and Greenberg 2009).”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “Thus, reflecting on social interaction in the classroom and its accompanied emotions should be an important component of teacher pre- and in-service education programmes, with a view to develop and enhance teachers’ (socio)-emotional competence (Garner 2010; Jennings and Greenberg 2009).”