Document Type : Research Article
Authors
1 phd student in educational psychology, Sanandaj
2 Professor, Department of Rehabilitation Sciences, Faculty of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
3 3. Assistant Professor, Department of Educational Sciences, Farhangian University of Kurdistan, Sanandaj, Iran
4 4. Assistant Professor, Department of Psychology, Faculty of Humanities, Islamic Azad University, Sanandaj Branch, Sanandaj, Iran
Abstract
Introduction
Educational psychologists believe that people's success is not only dependent on cognitive skills and social-emotional skills also have an effect in predicting people's success. Social-emotional learning helps people feel more competent and effective in daily responsibilities and life challenges. Social-emotional learning has been developed as a conceptual framework for promoting children's cognitive, emotional, and academic competencies. It is generally assumed that social, emotional, mental, physical and moral skills are the foundation of all competences and learning in childhood.The present study was conducted with the aim of investigating the effect of teaching social-emotional skills on psychological capital and improving social skills with primary school students
Method
The research was applied in terms of objective and in terms of method was semi-experimental, also designed with a pre-test, post-test and the heterogeneous control group. The statistical population contains all male students studying in the second primary schools of Qazvin city in 1399-1400 was 18795 people and teachers were 590 people. The research sample included 60 students and 5 teachers who were selected by available sampling method and were randomly divided into two experimental and control groups. The measurement tool was Luthans (2007) psychological capital questionnaire and Gresham and Elliott (1987) social skills questionnaire. The experimental group received social-emotional competence training during twenty-eight sessions of forty-five minutes in four months, and the control group did not receive any intervention. After the training sessions, both groups completed the questionnaires again.
The data were analyzed at two descriptive levels (mean and standard deviation) and inferential (single and multivariate covariance analysis) with SPSS-23 software.
Results
The results showed a significant difference in psychological capital and social skills between the experimental and control groups. The findings emphasize the positive impact of strategic education of social-emotional competencies, especially through the CASEL intervention method, on the psychological capital and improvement of students' social skills.
This means that there is a significant relationship between pre-test and post-test scores of psychological capital (self-efficacy, F=87/247 optimism,F=115/345; hope,F=33/384 and resilience F=9/913) based on, P=0.001 and P=0.003 and the effect sizes of these variables are equal to ./702; /757; ./474 ;./211 respectively; it shows that the effect size of the optimism component is stronger and the effect of the resilience component is weaker. There is a significant relationship between the pre-test and post-test scores of social skills, F=128/194 and P=0.001 with an effect size of. /776.
Discuss
The results of the research state that the teaching of social-emotional skills by the Kessel intervention method by relying on self-awareness, self-management, social awareness and social management can lead to the promotion of psychological capital and improvement of students' social skills. These insights have practical achievements for educators and the need to integrate social-emotional learning. In university curricula, they emphasize the comprehensive development of the student.
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