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WHO DELIVERS IT AND HOW IT IS DELIVERED: EFFECTS OF SOCIAL-EMOTIONAL LEARNING INTERVENTIONS ON LEARNING ANXIETY AND DROPOUT INTENTION

Deli, Wu ; Kaur, Amrita ; Awang Hashim, Rosna

Malaysian journal of learning & instruction, 2021-01, Vol.18 (1), p.1 [同儕審閱期刊]

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題名:
WHO DELIVERS IT AND HOW IT IS DELIVERED: EFFECTS OF SOCIAL-EMOTIONAL LEARNING INTERVENTIONS ON LEARNING ANXIETY AND DROPOUT INTENTION
著者: Deli, Wu ; Kaur, Amrita ; Awang Hashim, Rosna
主題: Anxiety ; At Risk Students ; Boarding Schools ; Computer Assisted Instruction ; Delivery Systems ; Dropout Prevention ; Early Adolescents ; Foreign Countries ; Grade 8 ; Intention ; Intervention ; Junior High School Students ; Mental Health ; Personal Autonomy ; Program Effectiveness ; Quasiexperimental Design ; Research Design ; Resistance (Psychology) ; Rural Schools ; School Counselors ; School dropouts ; Social & emotional learning ; Teacher Effectiveness ; Teachers
所屬期刊: Malaysian journal of learning & instruction, 2021-01, Vol.18 (1), p.1
描述: Purpose – Given the prevalence of mental health issues among young adolescents and its detrimental effects on academic functioning, Social- Emotional Learning (SEL) interventions are becoming extremely valuable. The current study aims to investigate the effectiveness of two types of SEL interventions delivered by two different types of teachers to determine their effectiveness for SEL knowledge, learning anxiety, and intention to drop-out. Methodology – This study employed a 2 x 2 factorial and between-subject quasi-experimental design, in which intervention type and teacher type were manipulated to produce four different versions of experiments. A total of 209 students (107 boys, 102 girls) from Grade 8 with a mean age of 14.3 years from Qinzhou City in Southwest China participated in the study. Findings – Factorial and between-group MANOVA revealed that while psychology teacher was more effective in enhancing SEL knowledge and reducing dropout intention, regular teacher was more effective in reducing learning anxiety. TASSEL intervention was more effective in enhancing SEL knowledge while SEL regular intervention was more effective in reducing learning anxiety. Nevertheless, within-group analysis suggested TASSEL with psychology teacher was the best combination in reducing dropout intention while SEL with psychological teacher was the best combination in reducing learning anxiety. Significance – The results have significance for schools and mental health counselling services. The findings can guide the effective design of SEL intervention and appropriate teachers to deliver it.
出版者: Kedah Darul Alam: Universiti Utara Malaysia
語言: 英文;馬來文
識別號: ISSN: 1675-8110
EISSN: 2180-2483
DOI: 10.32890/mjli2021.18.1.1
資源來源: Publicly Available Content Database
Education Database
Education Collection
DOAJ Directory of Open Access Journals

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WHO DELIVERS IT AND HOW IT IS DELIVERED: EFFECTS OF SOCIAL-EMOTIONAL LEARNING INTERVENTIONS ON LEARNING ANXIETY AND DROPOUT INTENTION

Deli, Wu ; Kaur, Amrita ; Awang Hashim, Rosna

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