The Emotion Detectives Game: Supporting the Social-emotional Competence of Young Children

This research aims to identify the relationship between social-emotional competence and the risk of mental disorders among Students. The study was conducted with 400 students in Ho Chi Minh city, using the Social Emotional-Competence Questionnaire (SECQ) and the Depression Anxiety Stress Scale (DASS 21) as the main data collection tools. The results revealed a medium negative correlation between the social-emotional competence and the risk of mental disorder among the participating students.

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Indonesian English Teachers’ Social-Emotional Competence and Students’ English Learning Motivation

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) ◽

10.21093/ijeltal.v4i1.320 ◽

2019 ◽

Vol 4 (1) ◽

pp. 83

Author(s):

Larasati Anisa ◽

Lingga Agustina Suganda ◽

Hariswan Putera Jaya

Keyword(s):

Emotional Competence ◽

English Teachers ◽

The Self ◽

Learning Motivation ◽

English Learning ◽

Self Awareness ◽

Social Emotional ◽

Social Emotional Competence ◽

The Social ◽

English Learning Motivation

This study was carried out to determine the correlation between the social-emotional competence of the English teachers and the English learning motivation of their students. The sample was 111 students of secondary school. This study provides not only the correlation but also the survey results of teachers’ social-emotional competence and students learning motivation as well as the contribution of the teachers’ competence to their students’ motivation. The instruments used in this study were two questionnaires that were given to the students to assess their learning motivation and the social-emotional competence of their English teachers. The results of the study presented that there was a fairly significant correlation between the two variables, with teachers’ social-emotional competence contributing 23.1% to students’ learning motivation. The results also showed that the self-management of teachers’ social-emotional competence gave the highest contribution to students’ motivation with 16.8% contribution value while the self-awareness gave the lowest contribution with 3.8%.

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Analyzing Factors Affecting Social-Emotional Competence at Secondary Level

Global Educational Studies Review ◽

10.31703/gesr.2020(v-iii).36 ◽

2020 ◽

Vol V (III) ◽

pp. 373-384

Author(s):

Sumera Kulsoom ◽

Irshad Hussain

Keyword(s):

Classroom Environment ◽

Emotional Competence ◽

Self Regulation ◽

Sampling Technique ◽

Secondary Level ◽

Social Emotional ◽

Factors Affecting ◽

Social Emotional Competence ◽

The Social ◽

Media Interaction

The study analyzed the factors affecting social-emotional competence (SEC) at the secondary level. A stratified random sampling technique was used. 382 students were taken as a sample after using desired sample size table. Two research tools were used, the Factors affecting social, emotional competence questionnaire and the Social-Emotional Competence Questionnaire (SECQ). Data were analyzed by using mean, percentage and standard deviation. Results indicated that friends response, classroom environment and home environment affects SEC the most as compared to media interaction. It was concluded that self-consciousness, social consciousness and the factor decisiveness were possessed by the students the most. And the factor self-regulation was possessed by the students the least. The skills in which the students were weak included calming down, dealing with wrong things and skill of staying positive during crises.

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Management in strengthening social- emotional competence during health emergencies

Revista Tempos e Espaços em Educação ◽

10.20952/revtee.v14i33.15111 ◽

2021 ◽

Vol 14 (33) ◽

pp. e15111

Author(s):

Aracelli del Carmen Gonzales Sánchez ◽

Nancy Rita Trujillo Mariño ◽

Ivonne Luz Ruiz Pelayo ◽

Yolvi Ocaña-Fernández

Keyword(s):

School System ◽

Basic Education ◽

Emotional Competence ◽

Statistical Processing ◽

Quantitative Approach ◽

P Value ◽

Private Institutions ◽

Social Emotional ◽

Social Emotional Competence ◽

The Social

The COVID-19 pandemic has led to compulsory confinement, which has determined that classes are held at a distance and has highlighted the weaknesses of our school system, for example, in the development of socio-emotional competence, which would serve as a support for dealing with this health emergency context. That is why the management will be important to seek a rapprochement with the educational community by making use of this competence. The objective of this study is to identify the incidence of management to strengthen social-emotional competence during a health emergency. The method used is of quantitative approach; a census sample of 84 directors belonging to private institutions of regular basic education was used, applying as an instrument a Likert type questionnaire, which was processed with the SPSS 24 program, which gave a 95% confidence range and a significant p value < 0.05. The results were obtained according to the ranges used: low, acceptable, expected and outstanding. In the explanatory and descriptive statistical processing of the study variables, the predominant level is expected. Therefore, it was concluded that the incidence of the directive management with respect to the strengthening of the social-emotional competence during the sanitary emergency is favorable.

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