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

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%.

scholarly journals ENGLISH LEARNING MOTIVATION AND SPEAKING ABILITY

2018 ◽  
Vol 2 (2) ◽  
pp. 70
Author(s):  
Sebastianus Menggo
Keyword(s):  
Communicative Language Teaching ◽  
Research Data ◽  
Learning Motivation ◽  
Target Language ◽  
English Learning ◽  
Science Program ◽  
The Social ◽  
Single Form ◽  
English Learning Motivation ◽  
Correlation Design

The aim of communicative language teaching is enable learners to communicate in the target language. A learner is sued to perform the micro and macro components in each utterance produced. Consequently, students need to know the linguistics forms, meanings and functions of that target language. They need to know that many different forms can be used to perform a function and also that single form can often serve a variety of functions. Students must be able to choose from among these the most appropriate form, given the social context and manage the process of negotiating meaning with their interlocutors. However, knowing learner’s English learning motivation is an urgent variable to be considered in creating conducive atmosphere classroom which will raise the learners to do more toward speaking achievement. The aim of this study is to know and describe the English learning motivation affecting students’ speaking ability of 48 students of XI grade of science program at catholic senior of Saint Ignasius Loyola Labuan Bajo, West Flores, Indonesia. Correlation design with purposive procedure applied in this research. Data were collected through questionnaire, interview, and students’ speaking document. Result shows that motivation is significantly affecting students’ speaking ability.

scholarly journals THE RELATIONSHIP BETWEEN SOCIAL EMOTIONAL COMPETENCE AND THE RISK OF MENTAL DISORDER AMONG STUDENTS

2021 ◽  
Vol 11 (1) ◽  
pp. 157-162
Author(s):  
Van Ngoc Huy Vo ◽  
Thi Thanh Tra Kieu
Keyword(s):  
Mental Disorders ◽  
Mental Disorder ◽  
Emotional Competence ◽  
Ho Chi Minh City ◽  
Social Emotional ◽  
Depression Anxiety Stress Scale ◽  
Social Emotional Competence ◽  
Stress Scale ◽  
The Social ◽  
The Relationship

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.

scholarly journals Analyzing Factors Affecting Social-Emotional Competence at Secondary Level

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.

scholarly journals Management in strengthening social- emotional competence during health emergencies

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.

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

2017 ◽  
pp. 29-53 ◽  
Author(s):  
Merja Koivula ◽  
Kerttu Huttunen ◽  
Marleena Mustola ◽  
Sari Lipponen ◽  
Marja-Leena Laakso
Keyword(s):  
Young Children ◽  
Emotional Competence ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
The Social

scholarly journals The Effect of Social-Emotional Competence on Children Academic Achievement and Behavioral Development

2019 ◽  
Vol 12 (12) ◽  
pp. 141
Author(s):  
Mona Alzahrani ◽  
Manal Alharbi ◽  
Amani Alodwani
Keyword(s):  
Emotional Competence ◽  
School Achievement ◽  
Social Emotional ◽  
Behavioral Skills ◽  
Healthy Relationships ◽  
Social Emotional Competence ◽  
Social And Emotional ◽  
Vocabulary Skills ◽  
The Social ◽  
Adults And Children

In this paper, we explore the importance of the social-emotional competence on children’s growth. To develop children social-emotional competence, an interaction between adults and children is critically needed. Teachers have the responsibility to enhance children’s development in many aspects, including social, emotional, cognitive, academic, and behavioral skills. A positive relationship between teachers and young students helps those students to have better school achievement and behavioral skills. We review several studies that show the influence that social and emotional competence has on children’s learning outcomes and on their ability to engage in good behaviors. We also provide several strategies that help teachers to build strong and healthy relationships with children. These strategies foster children’s academic and behavioral success. We define social and emotional learning in relation to school successes to show that competence in these areas increases students’ reading, writing, critical thinking, and vocabulary skills. Emotional regulations can also enhance school achievement, both in the present and in the future. Additionally, we provide strategies that teachers can use to foster positive behavioral skills.

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