- Yang W. Coding with robots or tablets? Effects of technology-enhanced embodied learning on preschoolers’ computational thinking and social-emotional competence. J Educ Comput Res. 2024;62(4):718-40.
- Kaur J, Sharma A. Establishing early foundations to promote emotional competence in preschool children. J Appl Soc Sci. 2022;16(2):399-418.
- Martinsone B, Supe I, Stokenberga I, Damberga I, Cefai C, Camilleri L, et al. Social emotional competence, learning outcomes, emotional and behavioral difficulties of preschool children: parent and teacher evaluations. Front Psychol. 2021;12:760782.
- Bender AE, McKinney SJ, Schmidt-Sane MM, Cage J, Holmes MR, Berg KA, et al. Childhood exposure to intimate partner violence and effects on social-emotional competence: a systematic review. J Fam Violence. 2022;37(8):1263-81.
- Dias Rodrigues A, Cruz-Ferreira A, Marmeleira J, Veiga G. Effects of body-oriented interventions on preschoolers’ social-emotional competence: a systematic review. Front Psychol. 2021;12:752930.
- Collie RJ. Perceived social-emotional competence: a multidimensional examination and links with social-emotional motivation and behaviors. Learn Instr. 2022;82:101656.
- Li S, Tang Y, Zheng Y. How the home learning environment contributes to children’s social-emotional competence: a moderated mediation model. Front Psychol. 2023;14:1065978.
- Nakamichi K, Nakamichi N, Nakazawa J. Preschool social-emotional competencies predict school adjustment in Grade 1. Early Child Dev Care. 2021;191(2):159-72.
- Elias MJ, Marsili F, Fullmer L, Morganti A, Bruno E. The social-emotional competencies of gifted children must be intentionally developed, ideally in inclusive education contexts. Gifted Educ Int. 2025;41(1):57-75.
- Collie RJ, Ryan RM. Autonomy support and students’ perceived social-emotional competence: predicting parent-reported social-emotional skills. Soc Psychol Educ. 2025;28(1):116.
- Wang P, Gao X, Cui X, Shi C. Associations between physical exercise and social-emotional competence in primary school children. Sci Rep. 2025;15(1):19554.
- Collie RJ. Instructional support, perceived social-emotional competence, and students’ behavioral and emotional well-being outcomes. Educ Psychol. 2022;42(1):4-22.
- Collie RJ, Martin AJ, Renshaw L, Caldecott-Davis K. Students’ perceived social-emotional competence: the role of autonomy-support and links with well-being, social-emotional skills, and behaviors. Learn Instr. 2024;90:101866.
- Korucu I, Ayturk E, Finders JK, Schnur G, Bailey CS, Tominey SL, et al. Self-regulation in preschool: examining its factor structure and associations with pre-academic skills and social-emotional competence. Front Psychol. 2021;12:717317.
- Hayashi A, Liew J, Aguilar SD, Nyanamba JM, Zhao Y. Embodied and social-emotional learning (SEL) in early childhood: situating culturally relevant SEL in Asian, African, and North American contexts. Early Educ Dev. 2022;33(5):746-63.
- Meland EA, Brion-Meisels G. An integrative model for culturally sustaining SEL in the classroom. Soc Emot Learn Res Pract Policy. 2024;3:100042.
- Gimbert BG, Miller D, Herman E, Breedlove M, Molina CE. Social emotional learning in schools: the importance of educator competence. J Res Leadersh Educ. 2023;18(1):3-39.
- Panayiotou M, Humphrey N, Hennessey A. Implementation matters: using complier average causal effect estimation to determine the impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children’s quality of life. J Educ Psychol. 2020;112(2):236.
- Shi J, Cheung ACK, Ni A. The effectiveness of Promoting Alternative Thinking Strategies program: a meta-analysis. Front Psychol. 2022;13:1030572.
- Eninger L, Ferrer-Wreder L, Eichas K, Olsson TM, Hau HG, Allodi MW, et al. A cluster randomized trial of Promoting Alternative Thinking Strategies (PATHS®) with Swedish preschool children. Front Psychol. 2021;12:695288.
- Hennessey A, Qualter P, Humphrey N. The impact of promoting alternative thinking strategies (PATHS) on loneliness in primary school children: results from a randomized controlled trial in England. Front Educ. 2021;6:632789.
- Teng MF, Yue M. Metacognitive writing strategies, critical thinking skills, and academic writing performance: a structural equation modeling approach. Metacogn Learn. 2023;18(1):237-60.
- Zulyusri Z, Elfira I, Lufri L, Santosa TA. Literature study: utilization of the PjBL model in science education to improve creativity and critical thinking skills. J Penelit Pendidik IPA. 2023;9(1):133-43.
- Hennessey A, Humphrey N. Can social and emotional learning improve children’s academic progress? Findings from a randomised controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum. Eur J Psychol Educ. 2020;35(4):751-74.
- Hosseinpour Mohammad Abadi R, Khosh Akhlagh H. Effectiveness of mindfulness-based cognitive therapy on sense of coherence, emotional processing, death anxiety, and body image in patients with breast cancer. Sadra Med Sci J. 2024;12(1):12-24. Persian.
- Sabhani Najaf Abadi A, Fadavi M, Mahdad A. Effectiveness of child-centered mindfulness therapy on social anxiety and bullying in aggressive male students. Sadra Med Sci J. 2024;12(3):379-90. Persian.
- Dunning D, Tudor K, Radley L, Dalrymple N, Funk J, Vainre M, et al. Do mindfulness-based programmes improve the cognitive skills, behaviour and mental health of children and adolescents? An updated meta-analysis of randomised controlled trials. Evid Based Ment Health. 2022;25(3):135-42.
- Bockmann JO, Yu SY. Using mindfulness-based interventions to support self-regulation in young children: a review of the literature. Early Child Educ J. 2023;51(4):693-703.
- Macedonia M. Embodied learning: why at school the mind needs the body. Front Psychol. 2019;10:2098.
- Tempone-Wiltshire J. The role of mindfulness and embodiment in group-based trauma treatment. Psychother Couns J Aust. 2024;12(1):1-12.
- Miller J, Kaup B. Influences of task and attention on action verb congruence effects: how automatic are embodiment effects? Acta Psychol (Amst). 2020;210:103155.
- Raja V. Embodiment and cognitive neuroscience: the forgotten tales. Phenomenol Cogn Sci. 2022;21(3):603-23.
- Rodríguez-Jiménez RM, Carmona M, García-Merino S, Díaz-Ureña G, Lara Bercial PJ. Embodied learning for well-being, self-awareness, and stress regulation: a randomized trial with engineering students using a mixed-method approach. Educ Sci. 2022;12(2):111.
- Tempone-Wiltshire J, Matthews F. Embodied minds: an embodied cognitivist understanding of mindfulness in public health. Mindfulness. 2024;15(8):2045-57.
- Whitmore KF, Angleton C, Pruitt J, Miller-Crumes S. Putting a focus on social emotional and embodied learning with the visual learning analysis (VLA). Early Child Educ J. 2019;47(5):549-58.
- Liew J, Erbeli F, Nyanamba JM, Li D. Pathways to reading competence: emotional self-regulation, literacy contexts, and embodied learning processes. Read Psychol. 2020;41(7):633-59.
- Hamman L. Embodied learning through mindfulness: encouraging a holistic approach to adult learning. J Vocat Adult Contin Educ Train. 2019;2(1):74-92.
- Wilson Heenan I, De Paor D, Lafferty N, Mannix McNamara P. The impact of transformational school leadership on school staff and school culture in primary schools—a systematic review of international literature. Societies. 2023;13(6):133.
- Schiepe-Tiska A, Dzhaparkulova A, Ziernwald L. A mixed-methods approach to investigating social and emotional learning at schools: teachers’ familiarity, beliefs, training, and perceived school culture. Front Psychol. 2021;12:518634.
- Delavar A. Research methods in psychology and educational sciences. Tehran: Roshd Publications; 2016. p. 100-99. Persian.
- Zhou M, Ee J. Development and validation of the social emotional competence questionnaire (SECQ). J Psychoeduc Assess. 2012;30(5):443-55.
- Vand A, Kadyur P, Pashasharifi H. Psychometric indices of the Social-Emotional Competence Questionnaire (SECQ) for students. Educ Meas Q. 2018;9(33):79-101. Persian.
- Kabat-Zinn J. Mindfulness-based stress reduction (MBSR). Constr Hum Sci. 2003;8(2):73-83.
- Zenner C, Herrnleben-Kurz S, Walach H. Mindfulness-based interventions in schools—a systematic review and meta-analysis. Front Psychol. 2014;5:603.
- Saunders D, Kober H. Mindfulness-based intervention development for children and adolescents. Mindfulness (N Y). 2020;11(8):1868-83.
- Glenberg AM. Embodiment for education. In: Handbook of cognitive science. Amsterdam: Elsevier; 2008. p. 355-72.
- Lyu C, Deng S. Effectiveness of embodied learning on learning performance: a meta-analysis based on the cognitive load theory perspective. Learn Individ Differ. 2024;116:102564.
- Lynn MR. Determination and quantification of content validity. Nurs Res. 1986;35(6):382-5.
- Waltz CF, Bausell BR. Nursing research: design, statistics, and computer analysis. Philadelphia: FA Davis; 1981.
|
