Helping Academic Underachievers by Enhancing Emotional and Cognitive Capabilities

서지정보

· 발행기관 : 부산대학교 교육발전연구소
· 수록지 정보 : 교육연구 / 19권 / 2호
· 저자명 : Tan Oon Seng

목차

Academic Underachievement: Definition and Description
Academic Underachievement: The problem
Identifying underachievement
Common Causes of Academic Underachievement
Understanding Emotional Aspects
Understanding Cognitive Aspects
The Mediated Learning Experience (MLE) interactionist Model
Usefulness of the Mediated Learning Experience (MLE) Model
Socio-emotional learning and capacities
The five pillars of EQ
Enhancing socio-emotional competencies
Conclusion
References

초록

Academic underachievement is a discrepancy between potential ability and expected performance. The family context plays a role in determining achievement as it is the very premises in which particular attitudes and values are instilled in young people. The school structures and their effectiveness in maximizing the educational outcomes of young people needs to be considered when addressing underachievement. In this paper we discuss how Mediated Learning Experience (MLE) can a useful intervention model for dealing with underachievement. The elements of MLE include characteristics of intentionality and reciprocity, mediation of meaning, and transcendence as well as parameters such as feeling of competence, reflective practice, self-regulation, the mediation of interdependence and sharing. Mediation is underpinned by a belief in the modifiability of the learner with a holistic approach. Not only does the MLE model capture the parameters for effective teacher-student interaction, it also takes into consideration the affective and motivational aspects of learning. The MLE model can be considered as a method of socio-emotional capacity intervention. Socio-emotional learning refers to the process of empowering people to manage their own emotions, and consequently, their social relationships and their work. Developing socio-emotional learning and capacities involves acquiring the following competencies: (a) understanding of the psychology of emotions, (b) understanding of the dynamics of self-awareness, (c) understanding of empathy and relationship building skills and key pointers for capacity building. In addition, learners will be well-placed to ask pertinent emotional and social questions that generate new learning, modes of expression, decision-making.

영어초록

Academic underachievement is a discrepancy between potential ability and expected performance. The family context plays a role in determining achievement as it is the very premises in which particular attitudes and values are instilled in young people. The school structures and their effectiveness in maximizing the educational outcomes of young people needs to be considered when addressing underachievement. In this paper we discuss how Mediated Learning Experience (MLE) can a useful intervention model for dealing with underachievement. The elements of MLE include characteristics of intentionality and reciprocity, mediation of meaning, and transcendence as well as parameters such as feeling of competence, reflective practice, self-regulation, the mediation of interdependence and sharing. Mediation is underpinned by a belief in the modifiability of the learner with a holistic approach. Not only does the MLE model capture the parameters for effective teacher-student interaction, it also takes into consideration the affective and motivational aspects of learning. The MLE model can be considered as a method of socio-emotional capacity intervention. Socio-emotional learning refers to the process of empowering people to manage their own emotions, and consequently, their social relationships and their work. Developing socio-emotional learning and capacities involves acquiring the following competencies: (a) understanding of the psychology of emotions, (b) understanding of the dynamics of self-awareness, (c) understanding of empathy and relationship building skills and key pointers for capacity building. In addition, learners will be well-placed to ask pertinent emotional and social questions that generate new learning, modes of expression, decision-making.

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