THE EFFECT OF TARGETED SOCIAL-EMOTIONAL LEARNING ON PRE-ADOLESCENTS: A QUASI-EXPERIMENTAL STUDY

Authors

  • Ms. Sara Khan Ph.D. Scholar Department of Psychology, University of Karachi
  • Dr Farah Iqbal Professor, Department of Psychology University of Karachi
  • Dr Amena Zehra Ali Professor, Department of Psychology University of Karachi

Keywords:

Social-Emotional Learning, SEL Skills, Preadolescent, Quasi-Experimental Design, Systematic SEL Program

Abstract

The study explored the effects of a 15-hour Social-Emotional Learning (SEL) program on 4th and 5th graders in Karachi, Pakistan. The current study hypothesizes that direct and focused SEL instruction improves social-emotional skills. Using a quasi-experimental design, 49 students were divided into control and experimental groups. Both groups were assessed using the WCSD-SECA tool after the program. Results showed a significant increase in social-emotional competency scores for the experimental group (M=3.81) compared to the control group (M=2.75). It indicates that explicit SEL instruction significantly improved students' social-emotional skills. These findings suggest incorporating systematic, direct, and focused SEL programs into school settings can benefit preadolescents.

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Published

2023-12-31

How to Cite

Khan, S., Iqbal, F., & Ali, A. Z. (2023). THE EFFECT OF TARGETED SOCIAL-EMOTIONAL LEARNING ON PRE-ADOLESCENTS: A QUASI-EXPERIMENTAL STUDY. Journal of Research in Social Development and Sustainability, 2(2), 159–171. Retrieved from https://journals.csrpublisher.com/index.php/JRSDS/article/view/84

Issue

Vol. 2 No. 2 (2023): Journal of Research in Social Development and Sustainability

Section

Articles