Role of Social-Emotional Learning (SEL) in Student Academic Outcomes of Jordanian Public Universities

Oraib Ali  Abuameerh; Suleiman Ibrahim Shelash  Mohammad; Muhammad Turki  Alshurideh; Asokan  Vasudevan

doi:10.35516/hum.v51i4.8013

Authors

Oraib Ali Abuameerh Department of Psychology and Special Education, Princess Alia University College, Al-Balqa Applied University, Amman, Jordan https://orcid.org/0000-0002-1685-0435
Suleiman Ibrahim Shelash Mohammad Research follower, INTI International University, 71800 Negeri Sembilan, Malaysia; Department of Business Administration, Business School, Al al-Bayt University, Jordan https://orcid.org/0000-0001-6156-9063
Muhammad Turki Alshurideh Department of Marketing, School of Business, The University of Jordan, Amman, Jordan https://orcid.org/0000-0002-7336-381X
Asokan Vasudevan Faculty of Business and Communications, INTI International University, 71800 Negeri Sembilan, Malaysia https://orcid.org/0000-0002-9866-4045

DOI:

https://doi.org/10.35516/hum.v51i4.8013

Keywords:

Social-Emotional Learning, Student Academic Outcomes, Public Universities, Structural Equation Modeling, Jordan

Abstract

Objectives: Well-being-centered teaching approaches, including social-emotional learning, have recently gained a prominent global position due to their close association with developing the educational climate and their reflection on students’ academic outcomes. Accordingly, this research explores the role of social-emotional learning in students’ academic outcomes in Jordanian public universities.

Methods: Data were collected using a comprehensive survey that included 10 Jordanian public universities. The study sample consisted of 541 students from different majors and degrees in those universities. The research followed an analytical approach based on structural equation modeling (SEM) to verify the validity and reliability of the measurement model, in addition to testing the hypotheses.

Results: The research concluded that all dimensions of social-emotional learning positively affect students’ academic outcomes, especially self-management, which achieved the highest impact factor.

Conclusions: The research provided a set of practical implications for educational policymakers in Jordan based on developing workshops and training courses that enhance the ability of faculty members to follow an approach focused on addressing behavioral and emotional aspects, in conjunction with developing students’ cognitive skills. This research contributes theoretical importance to developing frameworks for the development of educational development in developing countries. Moreover, it provides reliable empirical evidence for developing the global education system to achieve student well-being and improve the quality of education.

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