DHB: Theory and Practice of Successful Schooling: The Nexus Between Academic Achievement and Social Emotional Competence

一个国家的健康和福祉最终取决于其儿童的未来，而儿童的未来在很大程度上取决于成功的教育。学业成绩和社会情感能力是成功学校教育的核心，但研究表明，它们并不是相互独立的。在学术领域遇到问题的儿童也往往在社交和情感能力方面存在困难。了解学业成就和社会情感能力之间的关系的科学议程将对教育和公共卫生产生广泛的直接和间接影响。这个为期两天的研讨会汇集了来自多个学科的学者，以打造两个知识体系的综合体，尽管它们与成功的学校教育有联系，但它们仍然是分开的。与学业成就(注意力、情绪、动机、兴趣)和社会情绪能力(注意力、兴趣、自我调节、情绪理解)相关的一系列变量在不同学科中的研究是不同的。因此，跨学科协作至关重要。这次研讨会将在马里兰大学举行，将提供一个跨学科对话的论坛，邀请具有广泛专业知识和视角的学者参与合作审查，并围绕与学校环境中的学业成绩和社会情绪能力相关的变量网络进行结构、测量和研究设计的综合。研讨会前和研讨会后的活动将确保学术交流的重点和工作组的成果得到传播。广泛的学科对指导课程设计以提高教育成果的理论的发展做出了贡献，这次研讨会的合作努力预计将加强对教育企业知识库做出贡献的领域的科学议程。

The health and well being of a nation as a whole and ultimately its individual citizens depend upon the future of its children, which is, in turn, largely dictated by successful schooling. Academic achievement and social-emotional competence are central to successful schooling but research indicates that they are not independent of each other. Children who experience problems in academic areas also tend to have difficulty in social and emotional competence. A scientific agenda for understanding how academic achievement and social emotional competence are related would have wide ranging implications for education and public health, both direct and indirect. This two day symposium brings together scholars from across multiple disciplines to forge a synthesis of two bodies of knowledge that have remained separate despite their links with successful schooling. The array of variables related to academic achievement (attention, emotion, motivation, interest) and social emotional competence (attention, interest, self-regulation, emotion understanding) is studied differently in various disciplines. Therefore, collaboration across disciplines is vital. This symposium, to be held at the University of Maryland, will provide a forum for an interdisciplinary dialog by inviting scholars with a wide range of expertise and perspectives to engage in a collaborative examination and synthesis of constructs, measures and research designs around networks of variables that are relevant to academic achievement and social-emotional competence within school settings. Pre-and post-symposium activities will assure that the scholarly exchanges are focused and that products of the working groups are disseminated. A wide range of disciplines contribute to the development of theories that guide the design of programs to enhance educational outcomes and the collaborative efforts of this symposium are expected to enhance the scientific agenda of the fields that contribute to the knowledge base of the educational enterprise.