• Comment: How do social and emotional conditions affect learning? (This, of course, is just as much the case for higher education, workplace learning, or informal learning in communities and personal life.)

Social and emotional conditions play a pivotal role in learning across various contexts, including higher education, workplace learning, and informal learning settings. When individuals feel safe, supported, and emotionally regulated, they are more likely to engage in learning activities effectively. Conversely, social stressors such as bullying, feelings of isolation, or emotional instability can hinder the learning process.

In educational settings, students who experience bullying or social exclusion may struggle to concentrate, participate in class discussions, or form positive relationships with peers and teachers. These negative experiences can impede cognitive functions, leading to decreased academic performance and motivation to learn.

Similarly, in workplace environments, employees' emotional well-being influences their ability to acquire new skills, collaborate with colleagues, and adapt to changing job requirements. High levels of stress or interpersonal conflicts can create barriers to learning and professional development.

In informal learning contexts, such as community-based programs or personal hobbies, social support networks and emotional encouragement play crucial roles in fostering curiosity, experimentation, and skill acquisition. Positive social interactions provide opportunities for feedback, collaboration, and mentorship, enhancing the overall learning experience.

Overall, addressing social and emotional factors is essential for creating conducive learning environments where individuals feel valued, connected, and motivated to learn and grow.

• Make an Update: Dorothy Espelage has taken just one area – bullying at school – where she has used the methods of educational psychology to explore the social-emotional conditions of learning. Take an area of socio-behavioral learning interest or concern to you. What does the evidence tell? What are the main concepts we need to interpret the evidence?

Educational psychology delves into various aspects that influence the social-emotional conditions of learning. The impact of peer influence on academic achievement is an area that interests me. Research suggests that peer relationships significantly shape students' attitudes, behaviors, and academic performance.

Evidence indicates that students' academic outcomes are influenced by the academic norms and expectations established within their peer groups. In environments where academic achievement is valued and supported by peers, students are more likely to engage in learning activities, seek academic assistance, and strive for excellence. Conversely, in peer groups where academic disengagement or anti-intellectual attitudes prevail, students may experience peer pressure to conform to these norms, leading to disinterest in learning and lower academic motivation.

The concept of social comparison also plays a vital role in socio-behavioral learning. Students often compare their academic abilities and achievements to those of their peers, which can impact their self-perception, self-esteem, and motivation. Positive social comparisons, where students perceive themselves as competent and capable relative to their peers, can enhance academic self-efficacy and foster a growth mindset. However, negative social comparisons, such as feeling inferior or inadequate compared to peers, may lead to feelings of academic incompetence and undermine learning outcomes.

To interpret the evidence on peer influence and academic achievement, it's essential to consider the dynamic interplay between individual characteristics, peer relationships, and learning environments. Strategies for promoting positive peer influence and academic success may include fostering collaborative learning environments, encouraging peer mentoring and support networks, and promoting a culture of academic inclusivity and achievement within schools.

By understanding the socio-behavioral dynamics of peer influence, educators can leverage peer relationships as a resource for enhancing learning experiences and academic outcomes among students. Collaboration between educators, psychologists, and peer mentors can facilitate the development of interventions and programs aimed at cultivating positive peer relationships and fostering a supportive learning community within schools.