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Addressing social and emotional learning: Fostering resilience and academic self-efficacy in educationally disadvantaged learners transitioning to university

Lisciandro, J., Jones, A. and Strehlow, K. (2016) Addressing social and emotional learning: Fostering resilience and academic self-efficacy in educationally disadvantaged learners transitioning to university. In: STARS 2016, 29 June - 2 July 2016, Pan Pacific, Perth

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Abstract

In recent years, the impact of mental health issues on university students’ ability to successfully access,
transition and participate in university has gained increasing attention. Mental wellbeing is of particular
concern in pre-university enabling programs which often specifically target educationally-disadvantaged
equity groups. It has become increasingly clear that in addition to ‘academic skills’, these students also
need to be equipped with social and emotional skills that support their transition to university, as well as
promote resilience, sustained motivation and academic self- efficacy. In response to this, we reviewed and
revised the curricula of two of Murdoch University’s key enabling programs to incorporate material which
focused on developing these skills. This paper presents our rationale and examples of our diverse approaches
to addressing social and emotional learning in curricula which aims to support and enable the transition of
educationally disadvantaged students into undergraduate studies.

Publication Type: Conference Paper
Murdoch Affiliation: Centre for University Teaching and Learning
Kulbardi Aboriginal Centre
URI: http://researchrepository.murdoch.edu.au/id/eprint/33032
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