![]() ![]() ![]() Seibyl, J., Baumsteiger, R., & Hoffmann, J.American Psychological Association Annual Convention, Virtual. The School Climate Walkthrough: A tool for understanding school climate in secondary schools. American Educational Research Association Annual Meeting, San Diego. School Climate Walkthrough measure: A validation study. International Society for Research on Emotion Annual Meeting, Los Angeles, CA. Adolescents' affective experiences: The influence of home, school, technology, and a school-based program. Interactive features of the report allow users to explore overall scores as well as any areas in which various demographic groups of students may be reporting significantly disparate experiences. Results of the survey are automatically displayed once all participants submit their responses and are interpretable by the students themselves. The tool offers instantaneous scoring and a digital report covering nine domains of school climate including safety, relationships, teaching quality, and respect for diversity. Students complete “the Walkthrough” in two parts over the course of a typical school day - 15 minutes in the morning, answering questions about their overall opinions of their school, and 15 minutes in the afternoon, completing a checklist of their observations from that day at school. The School Climate Walkthrough is a web-based school climate assessment tool for secondary schools. Team Members: Jessica Hoffmann, Marc Brackett, Chris Cipriano, Julie McGarry, Jennifer Seibyl, Kalee DeFrance, Sean McFarland, Elinor Hills, Rachel Baumsteiger The combination of enhanced measurement and actionable resources will raise awareness among school leaders and policymakers about the state of teacher well-being and engagement and of steps that can be taken to improve it. develop an accompanying set of resources to help schools improve teacher well-being (as driven by survey results).design, validate, and make widely available a measure of educator social-emotional learning (SEL) program implementation fidelity (to gauge associations and potential interaction effects between SEL implementation and well-being) and.design, validate, and make widely available a measure of educator well-being.Over the course of the project period, the project team will: This project is a three-year investigation of educator emotional well-being and social and emotional learning implementation fidelity by the Yale Center for Emotional Intelligence (YCEI) in partnership with The Consultation Center at Yale. Team Members: Marc Brackett, James Floman, Chris Cipriano, Michael Strambler (The Consultation Center at Yale), Joanna Meyer (The Consultation Center at Yale), Maegan Genovese (The Consultation Center at Yale), Annette Ponnock, Almut Zieher, Linda Torv, Hannah Asis, Alessandra Yu, Beatris Garcia This assessment is currently in development and validation and will be complete by the Summer of 2021. Each vignette describes a situation at work where participants are asked to think about how they would regulate their emotions or the emotions of others. The Emotion Regulation Test (ERT): This assessment is a situation judgment test (SJT) that uses a vignette-based paradigm to assess the ability to regulate emotions in the self and others.The Emotion Understanding Test (EUT): This assessment test the ability to understand emotion language this includes: 1) the ability to differentiate among emotion words and to use emotion language with granularity, 2) the ability to understand the root causes of emotions, and 3) the ability to understand the relationship between families of emotion words.The Subtle Multimodal Affect Recognition Test (SMART): This assessment tests the ability to perceive emotions through facial, vocal, and bodily cues and also assesses how well individuals can recognize hidden or masked emotions.The test will treat emotional intelligence as a set of abilities. All study measures will be conducted in an online format and consists of standard questions and assessments pertaining to emotional awareness, personality, and self-reports. A second aim of this project is to measure whether the new test explains incremental variance in satisfaction with life, anxiety/depression, academic achievement, prosocial behavior, self-compassion, and peer-rated interpersonal status, among other outcomes, compared to prior measures of emotional intelligence. The multi-component assessment will include tests of emotion expression recognition, understanding emotions, and regulating emotions. This project aims to develop, validate, and publish a new measure of emotional intelligence for adults. ![]() Team Members: James Floman, Marc Brackett, Annette Ponnock, Hannah Asis, Chris Cipriano, Signal Barsade (Wharton) Matthew LaPalme, Peihao Luo, Alessandra Yu ![]()
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