scholarly journals Using Think-Pair-Share to Develop Students' Social and Emotional Competencies in Chemistry Learning

2020 ◽  
Vol 5 (1) ◽  
pp. 43
Author(s):  
Yuli Rahmawati ◽  
Tri Hastuti Budi Utami ◽  
Muktiningsih Nurjayadi ◽  
Alin Mardiah
Keyword(s):  
Decision Making ◽  
Relationship Management ◽  
Social And Emotional Learning ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Chemistry Learning ◽  
Social And Emotional Competencies

<p>The aim of this study was to analyze students' social and emotional competencies through the integration of Think Pair Share (TPS) and a Social and Emotional Learning (SEL) approach to topics related to Ac­ids and Bases. Social and emotional learning (SEL) is the process through which children and adults under­stand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.. The study involved  thirty-five 11th grade students in one of private school in Jakarta  and was conducted between January and April, 2017. A qualitative methodology was employed to analyze students’ social and emotional competencies using inter­views, classroom observations, reflective journals, and student worksheets. The application of a SEL ap­proach was carried out by integrating it with a TPS strategy.  In the <em>Think</em> stage students were given the opportunity to explore their understanding of acids and bases and to solve problems individually. In the<em> Pair</em> stage they could communicate their insights to the group, and in the <em>Share</em> stage they had occasion to present their group perspectives and respond to others.  The five social and emotional competences found in this study were; self awareness, self management, social awareness, relationship management, and re­sponsible decision making. Self awareness was demonstrated by understanding a student’s abilities, their needs, and their self- confidence. Self management was indicated by a student’s ability to manage pressure, plan strategies, and seek help. Social awareness competencies were analyzed through the development of students' attitudes to diversity and how they demonstrated care for friends. Relationship management com­petencies were identified by observing a student’s ability to manage friendships, how they overcame differ­ences, and whether they provided assistance to each other. The responsible decision making competency was determined by observing how students made decisions when trying to solve a problem and whether they were able to plan a strategy when facing pressure. Whilst integrating SEL the researchers were chal­lenged by the need to empower students, encourage teachers to stimulate students’ social and emotional competencies, and to manage time constraints. Integrating SEL into chemistry learning provided opportuni­ties for students to develop their social and emotional competencies through independent thinking activities, group discussions, and presentations to their peers.</p>

scholarly journals Assesment Social and Emotional Learning (SEL) Competence in Senior High School (SMA).

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Luky Kurniawan
Keyword(s):  
High School ◽  
Decision Making ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Senior High School ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Social And Emotional ◽  
Relationship Skills

This research aims to describe the social and emotional learning (SEL) competency requirement of senior high school (SMA) students. The data analysis technique in this research is descriptive data analysis and requirement questionnaire analysis. The subjects of this research were 192 of 10th grade senior high school students. The results of this research showed the development of social and emotional learning (SEL) competency was needed for 10th grade senior high school (SMA) students. Social and emotional learning (SEL) competency was reflected in self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The requirement important substantiation for developing social and emotional learning (SEL) competency for senior high school (SMA) students are based on the requirement analysis result were obtained 80% for self-awareness, 69% for self-management, 73.5% for social awareness, 66% for relationship skills, and 82.5% for responsibility decision-making.

scholarly journals Evaluation of the SPARK Child Mentoring Program: A Social and Emotional Learning Curriculum for Elementary School Students

2021 ◽  
Author(s):  
Amy L. Green ◽  
Stephen Ferrante ◽  
Timothy L. Boaz ◽  
Krista Kutash ◽  
Brooke Wheeldon-Reece
Keyword(s):  
Decision Making ◽  
Elementary School ◽  
Elementary School Students ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Mentoring Program ◽  
School Students ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Social And Emotional Competencies

AbstractSocial and Emotional Learning (SEL) programs seek to enhance social and emotional competencies in children, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By means of direct instruction regarding social and emotional competencies, SEL programs have the potential to strengthen resilience in children and thus their capacity to effectively cope with life’s challenges. Strengthening resilience in children who are repeatedly exposed to adverse experiences, particularly those from economically disadvantaged minority backgrounds, is of particular importance and has implications for the prevention of a multitude of problems later in life. Our study reports the result of an investigation of the SPARK Child Mentoring program, a resilience-focused SEL program designed to reduce risk factors, uncover innate resilience, promote natural emotional well-being, and facilitate school success. We employed a randomized controlled trial comprising 94 elementary school students that included pre- and post-intervention measurements. After controlling for pre-intervention levels, we found a significant difference between students’ understanding of underlying program principles; communication, decision making, and problem-solving skills; emotional regulation; and resilience for students who received the intervention compared to students who did not receive the intervention. These results provide initial evidence for the efficacy of the SPARK Child Mentoring program with a diverse sample of elementary school students and adds to the existing literature base concerning positive outcomes associated with SEL programs. We discuss implications for future research focused on long-term preventive effects of the program and the characteristics of students most likely to benefit from it.

Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools

2021 ◽  
pp. 136216882110217
Author(s):  
Barry Bai ◽  
Bin Shen ◽  
Jing Wang
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Social And Emotional Learning ◽  
Social Awareness ◽  
Self Management ◽  
English Learning ◽  
Self Awareness ◽  
Management Skills ◽  
Social And Emotional ◽  
Medium Level

With growing attention attached to young students’ social and emotional well-being besides their cognitive development, social and emotional learning (SEL) has been increasingly researched in general school education over the past decades with its positive effects on academic performance reported. However, SEL research has not emerged in English as a foreign language (EFL) learning contexts. To bridge the void, the current research aimed to profile Hong Kong secondary school students’ SEL competence level and examine the intricate relationships among the four SEL competence clusters (i.e. self-awareness, self-management, social awareness and social management) and English learning achievements. The results indicated an overall medium level of SEL competence among 315 secondary school grade level 3 students and suggested a gap between the students’ high level of awareness skills and their medium level of management skills. Structural equation modeling (SEM) analyses confirmed two mediation paths, thus highlighting the seminal mediating role of self-management skills in enhancing the effects of self-awareness and social awareness skills on English learning achievements. Important implications are discussed.

A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies

2021 ◽  
pp. 014303432198897
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante
Keyword(s):  
Decision Making ◽  
Self Control ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Self Reports ◽  
One Year ◽  
Competencies Development ◽  
Bullying Participant Roles ◽  
Social And Emotional Competencies

This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.

Developing undergraduate social and emotional competencies: a UK/Malaysian comparison

2014 ◽  
Vol 28 (2) ◽  
pp. 152-172 ◽  
Author(s):  
Stephen Carter ◽  
Amy Chu-May Yeo
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Self Awareness ◽  
Emotional Competencies ◽  
Content Type ◽  
Social And Emotional ◽  
Comparative Results ◽  
The Uk ◽  
Malaysian Students ◽  
Social And Emotional Competencies

Purpose – The purpose of this paper is to investigate similarities and differences between the UK and Malaysian undergraduates in terms of perceived social and emotional competencies (SEC), their effect on academic performance and to make recommendations on curriculum development or teaching and learning interventions to make students more SEC equipped for the “real” world. Design/methodology/approach – This study employed a positivist approach via a survey instrument to measure the perceived SEC. Descriptive and inferential statistics, including standard multiple regression analyses, were used to test the hypotheses. Findings – The analysis highlighted specifically, individual competencies (e.g. conscientiousness) rather than competency domains. Striking differences were observed between the two data sets, e.g. the regression analysis revealed that among the UK students, “Self-Awareness” domain and “Service Orientation” competency contributed uniquely to academic performance. However, no significant results were found for the Malaysian students. Research limitations/implications – Using GPA scores for performance measurement is complex which might have the potential to affect the accuracy of the comparative results. Practical implications – The findings serve as a practical guide for education providers and employers which they could use to train young and inexperienced undergraduates and provides suggestions for education providers to “build in” specific intra- and interpersonal SEC in their assessment criteria and curriculum activities and modules. Originality/value – The transnational comparison helps to add a new dimension to support the paucity of the SEC effect on academic performance and suggests which specific individual competencies and which competency cluster to emphasise in two different institutions and countries.

Social and Emotional Competencies Evaluation Questionnaire—Teacher’s Version

2016 ◽  
Vol 119 (1) ◽  
pp. 221-236
Author(s):  
Vitor A. Coelho ◽  
Vanda Sousa ◽  
Marta Marchante
Keyword(s):  
Short Form ◽  
Developmental Differences ◽  
Self Control ◽  
Social Awareness ◽  
Emotional Competencies ◽  
Evaluation Questionnaire ◽  
Social And Emotional ◽  
Relationship Skills ◽  
The Social ◽  
Social And Emotional Competencies

The Social and Emotional Competencies Evaluation Questionnaire—Teacher’s version, Short Form (QACSE-P-SF) allows teachers to assess their students’ social and emotional competencies, having been designed for program evaluation. Thirty-nine teachers completed the QACSE-P-SF, regarding 657 students (fourth to ninth grades). Factor analyses supported a six-factor structure with acceptable internal consistency. Sex differences were found with teachers reporting girls as having higher scores on Self-Control, Social Awareness, Relationship Skills, and Responsible Decision Making. Developmental differences were also found with fourth-grade students presenting higher levels of Social Awareness and Relationship Skills than older students. The final version of the QACSE-P-SF is composed by 30 items, organized into six scales and less time consuming than the previous version for teachers who need to assess full classes.

scholarly journals Application of Behavioural Emotional Rating scale (BERS 2nd ed.) to Study Social and Emotional Behaviour of Students at Middle Level in District Mirpur Azad Jammu Kashmir

2019 ◽  
Vol 7 (11) ◽  
pp. 599-607
Author(s):  
Dr. Razia Rizve ◽  
Dr. Saira Farooq Shah ◽  
Nimra Khalid ◽  
Maryam Iqbal
Keyword(s):  
Decision Making ◽  
Teacher Training ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Middle Level ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Social Emotional ◽  
Relationship Skills

Social Emotional Learning (SEL) is an ‘Umbrella term’ which covers all the aspects of development of an individual and can increase positive attitude towards self and others, hence reduces negative thinking. Social Emotional Learning is necessary to provide awareness to develop five core competencies i. Self-Awareness, ii. Self-Management, iii. Relationship skills, iv. Social-Awareness, v. Responsible decision making in students, as it is prerequisite for learning process. It creates a stable person who knows, how to behave in certain circumstances. The objectives of the study were to analyze the self-management in students at Middle level, identify the factors associated with responsible decision making, to develop better relationship skills that associates confidence in children, to explore the social awareness rate, to examine the abilities of children self-awareness. This study was quantitative in nature as it was implementation of BERS Scale (2nd Ed.) which is accurate & valid scale to measure attitude & is based on 4-point Likert Scale. Data was collected through BERS Questionnaires which are authentic and comprises of 55 questions. Data was analyzed trough applying of statistical techniques. Results showed majority of the students said that they are stable which indicate that Education system in Mirpur (A.J.K) has been improved in the past few years due to teacher training programs and facilities provided to the students. The study recommended that Social Emotional learning is essential for students. It also suggested that students can be saved from getting into depression, anxiety, regression, aggression and other mental disorders trough proper parental care, eradication of poverty, teacher training, gifted & talented education (GATE) of teachers and turning of schools into homelike environment.

scholarly journals Effect of Emotional Intelligence on Student Learning Achievement

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hendra Hadiwijaya
Keyword(s):  
Emotional Intelligence ◽  
Relationship Management ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Test Results ◽  
Learning Achievement ◽  
Simultaneous Test ◽  
Positive Effect ◽  
Dominant Influence

The Effect of Emotional Intelligence Against Student Achievement aims to determine the effect of emotional intelligence which consists of self awareness, self management, Motivation, social awareness, relationship management partially and simultaneously on learning achievement. Respondents are students of SMP Negeri 4 Lalan Bumi Agung  Vilage Musi Banyuasin Regency to be 135 people. Methods of data analysis using regression analysis techniques. Partial assay results (t-test) showed emotional intelligence consists of Self awareness, self management, Motivation, social awareness, relationship management positive and significant effect on learning achievement. Simultaneous Test Results (Test-F) emotional intelligence consists of Self awareness, self management, motivation, social awareness, relationship management and significant positive effect on learning achievement. Social awareness is more dominant influence on learning achievement.

scholarly journals The Impact of Emotional Intelligence on Employee Performance in Saudi Arabia Banking Sector

2019 ◽  
Vol 25 (116) ◽  
pp. 127-146
Author(s):  
Amira Serhan ◽  
Heba Gazzaz
Keyword(s):  
Emotional Intelligence ◽  
Banking Sector ◽  
Positive Impact ◽  
Employee Performance ◽  
Relationship Management ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Quantitative Methodology ◽  
The Impact

Saudi Arabia’s banking sector plays an important role in the country’s development as it is among the leading sectors in the financial sector. Considering, two main Saudi banks (The National Commercial Bank and Saudi American bank), the present study aims to observe the impact of emotional intelligence on employee performance. The components of emotional intelligence affecting employee performance include self-management, relationship management, self-awareness, and social awareness. A quantitative methodology was applied to analyse the survey results of 300 respondents over the period from 2018 to 2019. The results show that there was a significant positive impact of self-management, self-awareness, and relationship management on employee performance. However, in the Saudi banking sector, there was no impact on social awareness on employee performance.

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