The effects of the enhanced social and emotional learning intervention on knowledge, learning anxiety and dropout intention

In view of the widespread prevalence of adolescent psychological health problems and its adverse impact on student academic functioning, social emotional learning (SEL) intervention has become an important pedagogical approach. The purpose of this study was to explore the effectiveness of two kinds...

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Main Author:	Deli, Wu
Format:	Thesis
Language:	eng eng
Published:	2021
Subjects:	LB1050.9-1091 Educational psychology
Online Access:	https://etd.uum.edu.my/9490/1/depositpermission_s902652.pdf https://etd.uum.edu.my/9490/2/s902652_01.pdf
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id	my-uum-etd.9490
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spelling	my-uum-etd.94902022-06-12T07:00:03Z The effects of the enhanced social and emotional learning intervention on knowledge, learning anxiety and dropout intention 2021 Deli, Wu Awang Hashim, Rosna Kaur, Amrita Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts & Sciences LB1050.9-1091 Educational psychology In view of the widespread prevalence of adolescent psychological health problems and its adverse impact on student academic functioning, social emotional learning (SEL) intervention has become an important pedagogical approach. The purpose of this study was to explore the effectiveness of two kinds of SEL interventions administered by two different types of teachers to determine their effectiveness on the gain in SEL knowledge, learning anxiety and intention to drop out of school. This study adopted a 2 × 2 quasi-factorial design,in which the intervention type and the teacher type were manipulated to produce four different versions of the experiment. A total of 209 Grade 8 students (107 boys and 102 girls) with a mean age of 14.3 years from Qinzhou, Southwest China, participated in the study. The MANOVA data analysis found significant main effect of teacher type, intervention type and interaction of teacher type and intervention type on the combination of SEL knowledge, learning anxiety and dropout intention. We also conducted follow-up ANOVA to identify the interaction on each dependent variable. For SEL knowledge, psychology teacher with teacher autonomy supportive social and emotional learning intervention group was the best intervention group(PT+TASSEL) to improve students’ SEL knowledge. For learning anxiety, psychology teacher with social and emotional learning intervention group was the best intervention group (PT+SEL) to reduce learning anxiety, but teacher autonomy support did not help to reduce learning anxiety, as autonomy gave Chinese students more psychological burden in the collectivism culture. For dropout intention, psychology teacher with teacher autonomy supportive social and emotional learning intervention group was the best intervention group(PT+TASSEL) to reduce dropout intention. The current study developed TASSEL intervention for future researches in China and gave suggestions on how to combine teacher type and intervention type to improve SEL knowledge, reduce learning anxiety and dropout intention. 2021 Thesis https://etd.uum.edu.my/9490/ https://etd.uum.edu.my/9490/1/depositpermission_s902652.pdf text eng staffonly https://etd.uum.edu.my/9490/2/s902652_01.pdf text eng public other doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Awang Hashim, Rosna Kaur, Amrita
topic	LB1050.9-1091 Educational psychology
spellingShingle	LB1050.9-1091 Educational psychology Deli, Wu The effects of the enhanced social and emotional learning intervention on knowledge, learning anxiety and dropout intention
description	In view of the widespread prevalence of adolescent psychological health problems and its adverse impact on student academic functioning, social emotional learning (SEL) intervention has become an important pedagogical approach. The purpose of this study was to explore the effectiveness of two kinds of SEL interventions administered by two different types of teachers to determine their effectiveness on the gain in SEL knowledge, learning anxiety and intention to drop out of school. This study adopted a 2 × 2 quasi-factorial design,in which the intervention type and the teacher type were manipulated to produce four different versions of the experiment. A total of 209 Grade 8 students (107 boys and 102 girls) with a mean age of 14.3 years from Qinzhou, Southwest China, participated in the study. The MANOVA data analysis found significant main effect of teacher type, intervention type and interaction of teacher type and intervention type on the combination of SEL knowledge, learning anxiety and dropout intention. We also conducted follow-up ANOVA to identify the interaction on each dependent variable. For SEL knowledge, psychology teacher with teacher autonomy supportive social and emotional learning intervention group was the best intervention group(PT+TASSEL) to improve students’ SEL knowledge. For learning anxiety, psychology teacher with social and emotional learning intervention group was the best intervention group (PT+SEL) to reduce learning anxiety, but teacher autonomy support did not help to reduce learning anxiety, as autonomy gave Chinese students more psychological burden in the collectivism culture. For dropout intention, psychology teacher with teacher autonomy supportive social and emotional learning intervention group was the best intervention group(PT+TASSEL) to reduce dropout intention. The current study developed TASSEL intervention for future researches in China and gave suggestions on how to combine teacher type and intervention type to improve SEL knowledge, reduce learning anxiety and dropout intention.
format	Thesis
qualification_name	other
qualification_level	Doctorate
author	Deli, Wu
author_facet	Deli, Wu
author_sort	Deli, Wu
title	The effects of the enhanced social and emotional learning intervention on knowledge, learning anxiety and dropout intention
title_short	The effects of the enhanced social and emotional learning intervention on knowledge, learning anxiety and dropout intention
title_full	The effects of the enhanced social and emotional learning intervention on knowledge, learning anxiety and dropout intention
title_fullStr	The effects of the enhanced social and emotional learning intervention on knowledge, learning anxiety and dropout intention
title_full_unstemmed	The effects of the enhanced social and emotional learning intervention on knowledge, learning anxiety and dropout intention
title_sort	effects of the enhanced social and emotional learning intervention on knowledge, learning anxiety and dropout intention
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2021
url	https://etd.uum.edu.my/9490/1/depositpermission_s902652.pdf https://etd.uum.edu.my/9490/2/s902652_01.pdf
_version_	1747828606925537280

The effects of the enhanced social and emotional learning intervention on knowledge, learning anxiety and dropout intention

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