Senior High School Students’ Social – Emotional Learning and Academic Achievement: a Correlational Study Towards an Affective Nurturance Program
Keywords:Senior high school Students, Social-Emotional Learning, Academic Achievement, Effective Nurturance Programs
Social and emotional learning (SEL) competencies such (Self-Awareness, Self-Management, Responsible decision making, Relationship Skills and Social-Awareness, provides a foundation for safe and positive learning, and enhances students' ability to overcome their emotions in their behaviors, enhances students succeed in school, careers, and life. This study was carried out to determine the relationship between social-emotional learning and academic achievement of Canossa Senior High School students in Timor Leste, in order to generate instructional inputs that helped students develop their mental, emotional and social abilities at the same time to be used as basis to generate a nurturance program to strengthen the promotion of social and emotional learning. From the total population of 1,123 students, two hundred and ninety-five (295) students were randomly selected for this study. Data collected were analysed with descriptive-correlation design and Statistical Package for the Social Sciences (SPSS). The results showed that 100% of the respondents were between 15 - 19 years of age, predominantly female (63.70%), from year level Eleven (46.1%) and Twelve (53.9%). The results of the respondents SEL competencies revealed in Self-Awareness (3.70%), Self-Management (3.71%), Responsible Decision-Making (3.55%), Relationship Skills (3.67%) and Social-Awareness (3.60%). The study concludes that students’ self-awareness, self-management, responsible decision making, relationships skills and social-awareness have serious influence on students’ performance and school achievement. Hereby recommended that to make SEL applicable in students’ lives, “school institution or school leaders play a critical role in fostering school wide activities and policies that promote positive school environments, such as establishing a team to address the building climate; adult modeling of social and emotional competence; and developing clear norms, values, and expectations for students and staff members.
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