Author: Reyes, M. R.

Classroom emotional climate, teacher affiliation, and student conduct

(2011)
Center Authors: Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., Salovey, P.

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http://ei.yale.edu/publication/classroom-emotional-climate-teacher-affiliation-and-student-conduct/

This study examined the link between classroom emotional climate and student conduct, including as a mediator the role of teacher affiliation, i.e., students’ perceptions of their relationships with their teachers. As predicted, when controlling for teacher characteristics and the organizational and instructional aspects of the classroom, findings suggest there is a direct, positive relationship between classroom emotional climate and conduct that also was mediated by teacher affiliation.

Brackett, M.A., Reyes, M.R., Rivers, S.E., Elbertson, N.A., & Salovey, P. (2011). Classroom emotional climate, teacher affiliation, and student conduct. Journal of Classroom Interaction, 46, 27-36.

Measuring emotional intelligence in early adolescence with the MSCEIT-YV: Psychometric properties and relationship with academic performance and psychosocial functioning

(2012)
Center Authors: Rivers, S. E., Brackett, M. A., Reyes, M. R., Caruso, D. R., Salovey, P.

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http://ei.yale.edu/publication/measuring-emotional-intelligence-in-early-adolescence-with-the-msceit-yv-psychometric-properties-and-relationship-with-academic-performance-and-psychosocial-functioning/

Two studies examined the reliability and validity of the Mayer–Salovey–Caruso Emotional Intelligence Test—Youth Version (MSCEIT-YV), a performance test of Emotional Intelligence. The authors report that EI can be measured reliably with the MSCEIT-YV and that higher scores on the test are related to healthier psychological functioning and greater social competence based on both teacher and student ratings, as well as to academic performance in English language arts.

Rivers, S. E., Brackett, M. A., Reyes, M. R., Mayer, J. D., Caruso, D. R., & Salovey, P. (2012). Measuring emotional intelligence in early adolescence with the MSCEIT-YV: Psychometric properties and relationship with academic performance and psychosocial functioning. Journal of Psychoeducational Assessment, 30, 344-366. doi:10.1177/0734282912449443

Classroom emotional climate, student engagement, and academic achievement

(2012)
Center Authors: Reyes, M. R., Brackett, M. A., Rivers, S. E., Salovey, P.

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http://ei.yale.edu/publication/classroom-emotional-climate-student-engagement-and-academic-achievement/

This study examined the link between classroom emotional climate and academic achievement, including the role of student engagement as a mediator. The findings suggest that the positive relationship between classroom emotional climate and grades was mediated by engagement, while controlling for teacher characteristics and observations of both the organizational and instructional climates of the classrooms.

Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104, 700-712. doi:10.1037/a0027268

The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for The RULER Approach to social and emotional learning

(2012)
Center Authors: Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., Salovey, P.

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http://ei.yale.edu/publication/the-interaction-effects-of-program-trainingdosage-and-implementation-quality-on-targeted-student-outcomes-for-the-ruler-approach-to-social-and-emotional-learning/

This study examined how training, dosage, and implementation quality of a social and emotional learning program, The RULER Approach, were related to students’ social and emotional competencies. There were no main effects for any of the variables on student outcomes, but students had more positive outcomes when their teachers (a) attended more trainings and taught more lessons, and (b) were classified as either moderate- or high-quality program implementers.

Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for The RULER Approach to social and emotional learning. School Psychology Review, 41, 82-99.

Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum

(2012)
Center Authors: Brackett, M. A., Rivers, S. E., Reyes, M. R., Salovey, P.

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http://ei.yale.edu/publication/enhancing-academic-performance-and-social-and-emotional-competence-with-the-ruler-feeling-words-curriculum/

Study showed that students in RULER Feeling Words Curriculum classrooms had higher year-end grades and higher teacher ratings of social and emotional competence compared to students in the comparison group.

Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22, 218-224. doi:10.1016/j.lindif.2010.10.002

Assessing teachers’ beliefs about social and emotional learning

(2012)
Center Authors: Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., Salovey, P.
Topics: ,
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http://ei.yale.edu/publication/assessing-teachers-beliefs/

A tool for measuring teacher’s beliefs about SEL was developed and validated in a two-phase study. The measure can be used by school administrators to determine school readiness for SEL programming and by researchers to better understand teacher variables that impact implementation fidelity and program outcomes.

Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). Assessing teachers’ beliefs about social and emotional learning. Journal of Psychoeducational Assessment, 30, 219-236. doi:10.1177/0734282911424879

Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing The RULER Approach

(2012)
Center Authors: Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A.
Topics: ,
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http://ei.yale.edu/publication/improving-the-social-and-emotional-climate-of-classrooms/

The RULER Approach is designed to modify the quality of classroom social interactions so that the climate becomes more supportive, empowering, and engaging.  Results showed that compared to classrooms in comparison schools, classrooms in RULER schools were rated as having higher degrees of warmth and connectedness between teachers and students, more autonomy and leadership among students, and teachers who focused more on students’ interests and motivations.

Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A., & Salovey, P. (2013). Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER approach. Prevention Science, 14, 77-87. doi: 10.1007/s11121-012-0305-2