Author: Brackett, M. A.

Creating emotionally intelligent schools with RULER.

(2016)
Center Authors: Nathanson, L., Rivers, S. E., Flynn, L. M., Bracket M.A.

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http://ei.yale.edu/publication/creating-emotionally-intelligent-schools-ruler/

RULER, an evidence-based approach to teaching EI, provides an educational framework that encompasses a set of practices for comprehensive SEL integration across a school or district. In this article, we describe RULER, explain how it teaches EI, and summarize evidence of its effectiveness.

Nathanson, L., Rivers, S.E., Flynn, L.M., & Brackett, M.A. (2016). Creating emotionally intelligent schools with RULER. Emotion Review, 8(4), 1-6.

Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability

(2014)
Center Authors: Ivcevic, Z., Brackett, M. A.

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http://ei.yale.edu/publication/predicting-school-success-comparing-conscientiousness-grit-emotion-regulation-ability-2/

The present paper examines validity of three proposed self-regulation predictors of school outcomes – Conscientiousness, Grit and Emotion Regulation Ability (ERA). In a sample of private high school students (N = 213) we measured these constructs along with indices of school success obtained from records (rule violating behavior, academic recognitions, honors, and GPA) and self-reported satisfaction with school. Regression analyses showed that after controlling for other Big Five traits, all school outcomes were significantly predicted by Conscientiousness and ERA, but not Grit. The discussion focuses on the importance of broad personality traits (Conscientiousness; measure of typical performance) and self-regulation abilities (ERA; measure of maximal performance) in predicting school success.

“Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability. Journal of Research in Personality. 52, 29-36. DOI: 10.1016/j.jrp.2014.06.005”

Enhancing Teacher Effectiveness in Spain: A Pilot Study of The RULER Approach to Social and Emotional Learning

(2013)
Center Authors: Castillo-Gualda, R., Brackett, M. A., Fernandez-Berrocal, P.

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http://ei.yale.edu/publication/enhancing-teacher-effectiveness-in-spain/

This study examined the effects of an evidence-based social and emotional learning (SEL) program, The RULER Approach to Social and Emotional Learning (RULER), on teacher self reports of engagement, teacher-student interactions, and burnout. Participants were 47 teachers from 19 public schools in Spain who either volunteered for training on RULER (n = 24) or eLearning (n = 23). Multivariate Analysis of Covariance (MANCOVA) was conducted separately for each outcome. Teachers in the RULER as compared to eLearning group had significantly higher scores on many outcomes even after controlling for gender, age, trait affect, and personality, as well as pre-test scores on all outcomes. These findings extend the literature on the effectiveness of SEL programs for the improvement of teacher practices; they also advance our understanding of possible mechanisms for promoting high-quality professional development.

Castillo-Gualda, R., Fernandez-Berrocal, P., & Brackett, M.A. (2013). Enhancing teacher effectiveness in Spain: A pilot study of the RULER approach to social and emotional learning. Journal of Education and Training Studies, 1. doi: 10.11114/jets.v1i2.xxx

Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability

(2014)
Center Authors: Ivcevic, Z., Brackett, M. A.

DOWNLOAD
http://ei.yale.edu/publication/predicting-school-success-comparing-conscientiousness-grit-emotion-regulation-ability/

The present paper examines validity of three proposed self-regulation predictors of school outcomes – Conscientiousness, Grit and Emotion Regulation Ability (ERA). In a sample of private high school students (N = 213) we measured these constructs along with indices of school success obtained from records (rule violating behavior, academic recognitions, honors, and GPA) and self-reported satisfaction with school. Regression analyses showed that after controlling for other Big Five traits, all school outcomes were significantly predicted by Conscientiousness and ERA, but not Grit. The discussion focuses on the importance of broad personality traits (Conscientiousness; measure of typical performance) and self-regulation abilities (ERA; measure of maximal performance) in predicting school success.

Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability. Journal of Research in Personality. 52, 29-36. DOI: 10.1016/j.jrp.2014.06.005

Using computer technologies to provide relevant cancer information to vulnerable populations: The NCI Digital Divide pilot projects

(2004)
Center Authors: Salovey, P.

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http://ei.yale.edu/publication/using-computer-technologies-provide-relevant-cancer-information-vulnerable-populations-nci-digital-divide-pilot-projects/

This paper reported the results of the four innovative demonstration research projects conducted in collaboration with the Cancer Information Service to identify effective new strategies for providing access to relevant cancer information to underserved population.

Kreps, G. L., Gustafson, D. H., Salovey, P., Perocchia, R. S., Wilbright, W., Bright, M. A…., Diamond, C. C. (2004). Using computer technologies to provide relevant cancer information to vulnerable populations: The NCI Digital Divide pilot projects. In P. Whitten & D. Cook (Eds.), Understanding health communication technologies (pp. 328-336). San Francisco, CA: Jossey-Bass.