A study of Social-Emotional Competece of Secondary School Students and its Impact on their Academic Achievement

Abstract

The study determined the social-emotional competence (SEC) of secondary school students its impact on their academic achievement. The objectives of the study were; to identify the factors affecting the social emotional competence of secondary school students, examine the social-emotional competence of secondary school students, analyze the impact of social-emotional competence of secondary school students on their achievements, identify the relationship between different components of secondary students’ SEC, suggest suitable guidelines for developing SEC among secondary school students in relation to their academic achievement. Total sample was comprised on 382 students including male students and female students from three districts of Province of Punjab, Pakistan. Four research instruments were used namely, students’ final result, scale for determining possession of SEC among students, scale for determining factors affecting SEC and interview protocol for teachers. Scale for determining SEC among students was comprised of twenty five restricted response items. Scale for determining factors affecting SEC was comprised of 37 restricted response items. All the statements in both these scales were developed on the basis of five point Likert Scale. Interview protocol was comprised of 10 open ended items. Data was analyzed by using mean, percentage, standard deviation, correlation coefficient and regression analysis. Correlation was made to find out the relationship between different components of students’ SEC. Regression analysis was used to find out the impact of SEC on students’ achievement. Thematic content analysis was used for the interviews. On the whole, it was found that that the factors friends’ response, classroom environment and home environment having same mean scores affecting SEC the most as compared to other XIX factors. While the factor least affect the development of SEC is media interaction. Achieving the second objective, it was found that self consciousness, social consciousness and the factor decisiveness having the same mean scores are possessed by the students the most. And the factor self regulation is possessed by the students the least. The skills in which the students are weak included calming down, dealing with wrong things and skill of staying positive during crises in the factor of self regulation. Students are not good in dealing every matter with tolerance and they are weak in considering the consequences before taking the actions. Both of these are included in the factors of relationship building and decisiveness respectively. Analyzing the third objective, it was found that SEC was a significant predictor of academic achievement and has a positive impact on it. There existed a positive correlation among all factors of SEC. to achieve the last objective, it was founded that modeling the desired and appropriate behavior that the teacher want to see in his students helps in the development of SEC. Furthermore, positive language of the teacher, creation of classroom rules for the students to follow and maintaining classroom discipline helps the teachers to develop SEC among students. It was suggested that teachers should develop SEC among students, they should conduct regular informal meetings with students, model SEC in the classes, use positive language in the class.