دور التعلم الاجتماعي والعاطفي في النتائج الأكاديمية لطلبة الجامعات الأردنية الحكومية
DOI:
https://doi.org/10.35516/hum.v51i4.8013الكلمات المفتاحية:
التعلم الاجتماعي والعاطفي، النتائج الأكاديمية للطلاب، الجامعات الحكومية، نمذجة المعادلة الهيكلية، الأردنالملخص
الأهداف: اكتسبت مناهج التدريس المتمحورة حول الرفاهية، بما في ذلك التعلم الاجتماعي والعاطفي مؤخرًا مكانة عالمية بارزة بسبب ارتباطهم الوثيق بتطوير المناخ التعليمي وتفكيرهم في النتائج الأكاديمية للطلاب. وفقًا لذلك، يستكشف هذا البحث دور التعلم الاجتماعي والعاطفي في النتائج الأكاديمية للطلاب في الجامعات الحكومية الأردنية.
المنهجية: تم جمع البيانات باستخدام المسح الشامل، وتضمنت 10 جامعات حكومية أردنية. تألفت عينة الدراسة من 541 طالبًا من مختلف التخصصات والدرجات في تلك الجامعات. اتبع البحث نهجًا تحليليًا يستند إلى نمذجة المعادلة الهيكلية (SEM) للتحقق من صحة وموثوقية نموذج القياس، بالإضافة إلى اختبار الفرضيات
النتائج: خلص البحث إلى أن جميع أبعاد التعلم الاجتماعي والعاطفي تؤثر بشكل إيجابي على النتائج الأكاديمية للطلاب، وخاصة الإدارة الذاتية التي حققت أعلى تأثير.
الخلاصة: قدم البحث مجموعة من الآثار العملية على صانعي السياسات التعليمية في الأردن بناءً على تطوير ورش عمل ودورات تدريبية تعزز قدرة أعضاء هيئة التدريس على اتباع نهج يركز على معالجة الجوانب السلوكية والعاطفية، بالتزامن مع مهارات الطلاب المعرفية. يساهم هذا البحث في الأهمية النظرية في تطوير الأطر لتطوير التنمية التعليمية في البلدان النامية. علاوة على ذلك، فإنه يوفر أدلة تجريبية موثوقة لتطوير نظام التعليم العالمي لتحقيق رفاهية الطلاب وتحسين جودة التعليم
التنزيلات
المراجع
Ahmed, I., Hamzah, A. B., & Abdullah, M. N. L. Y. B. (2020). Effect of Social and Emotional Learning Approach on Students' Social-Emotional Competence. International Journal of Instruction, 13(4), 663-676.
Ahmed, V., & Opoku, A. (2022). Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic. Education and information technologies, 27(1), 365-405.
Alharahsheh, H. H., & Pius, A. (2020). A review of key paradigms: Positivism VS interpretivism. Global Academic Journal of Humanities and Social Sciences, 2(3), 39-43.
Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review. Education and information technologies, 25(5), 3677-3704.
Aygün, H. E., & Taşkın, Ç. Ş. (2022). The effect of social-emotional learning program on social-emotional skills, academic achievement and classroom climate. Psycho-Educational Research Reviews, 11(1), 59-76.
Bai, H., Yu, H., Bantsimba N, R., & Luo, L. (2022). How college experiences impact student learning outcomes: Insights from Chinese undergraduate students. Frontiers in Psychology, 13, 1021591.
Beard, K. S., Vakil, J. B., Chao, T., & Hilty, C. D. (2023). Time for change: Understanding teacher social-emotional learning supports for anti-racism and student well-being during COVID-19, and beyond. Education and Urban Society, 55(7), 825-843.
CASEL. (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Collaborative for the Advancement of Social and Emotional Learning, ERIC Clearinghouse.
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., ... & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions. Child Development, 94(5), 1181-1204.
Cuenca, C., Cacao, E. A., & Pasia, A. (2023). Social-Emotional Learning Competencies and Its Relation to Reasoning Skills: Moderating Effect of Academic Strand. International Journal of Educational Management and Development Studies, 4(2), 88-114.
Daulay, M. I. (2022). The Effects of Emotional Intelligence on the Students’ Learning Outcomes in a State High School. AL-ISHLAH: Jurnal Pendidikan, 14(4), 5293-5298.
Dharmavarapu, P., Sravanthi, C., Keethi, D. S., & Srivasthav, V. (2022). Investigation on impact of pandemic on social-emotional learning of student community. Journal of Engineering Education Transformations, 36(2), 391-398.
El-Awaisi, A., Jaam, M., Wilby, K. J., & Wilbur, K. (2022). A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities. Journal of Interprofessional Care, 36(6), 882-890.
Emerson, R. W. (2021). Convenience sampling revisited: Embracing its limitations through thoughtful study design. Journal of Visual Impairment & Blindness, 115(1), 76-77.
Foster, C., & Francis, P. (2020). A systematic review on the deployment and effectiveness of data analytics in higher education to improve student outcomes. Assessment & Evaluation in Higher Education, 45(6), 822-841.
Foster, J. L., Louis, L., & Winston, E. (2022). Creating conditions for social-emotional learning: An ecological framework. Theory Into Practice, 61(2), 224-235.
Guo, J., Tang, X., Marsh, H. W., Parker, P., Basarkod, G., Sahdra, B., ... & Salmela-Aro, K. (2023). The roles of social–emotional skills in students’ academic and life success: A multi-informant and multicohort perspective. Journal of Personality and Social Psychology, 124(5), 1079.
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International journal of educational research, 102, 101586.
Hachem, M., Gorgun, G., Chu, M. W., & Bulut, O. (2022). Social and emotional variables as predictors of students’ perceived cognitive competence and academic performance. Canadian Journal of School Psychology, 37(4), 362-384.
Hoskins, J. E. S., & Schweig, J. D. (2024). SEL in context: School mobility and social-emotional learning trajectories in a low-income, urban school district. Education and Urban Society, 56(2), 164-200.
Huang, C., & Zeng, X. (2023). Social and emotional development of disadvantaged students and its relationship with academic performance: evidence from China. Frontiers in psychology, 14, 1170656.
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., ... & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development, 68, 1875-1901.
Jannah, S. R., &Sugiarto, S. (2022). The Influence of Social-Emotional Development on Early Childhood Learning Outcomes During the Covid-19 Pandemic. Bulletin of Early Childhood, 1(2), 110-118.
Jarrah, H. Y., Almajali, M. M., Al Ajlouni, A. A., Elmelegy, R. I., Almomani, H. H., & Darawsheh, S. R. (2024). Improving Academic Performance by Adopting Innovative Curricula and Effective Management in Jordanian Universities. Migration Letters, 21(2), 890-900.
Khademi, A., Wells, C. S., Oliveri, M. E., & Villalonga-Olives, E. (2023). Examining Appropriacy of CFI and TLI Cutoff Value in Multiple-Group CFA Test of Measurement Invariance to Enhance Accuracy of Test Score Interpretation. Sage Open, 13(4), 21582440231205354.
Kogan, M. (2022). Education accountability: An analytic overview. Routledge.
Kohlberg, L., & Hersh, R. H. (1977). Moral development: A review of the theory. Theory into practice, 16(2), 53-59.
LaBelle, B. (2023). Positive outcomes of a social-emotional learning program to promote student resiliency and address mental health. Contemporary School Psychology, 27(1), 1-7.
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., ... & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128.
Marsh, H. W., Guo, J., Dicke, T., Parker, P. D., & Craven, R. G. (2020). Confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and set-ESEM: Optimal balance between goodness of fit and parsimony. Multivariate behavioral research, 55(1), 102-119.
Mohzana, M. (2024). The Impact of the New Student Orientation Program on the Adaptation Process and Academic Performance. International Journal of Educational Narratives, 2(2), 169-178.
Nur, L., Disman, D., Ahman, E., Hendrayati, H., & Budiman, A. (2022). Measuring Lecturer Motivation Scales: A Second-Order Confirmatory Factor Analysis (CFA). In 6th Global Conference on Business, Management, and Entrepreneurship (GCBME 2021) (pp. 391-397). Atlantis Press.
Ozerova, E., Martinsone, B., Cefai, C., & Conte, E. (2023). Social-Emotional Skills, Behavioural Problems and Learning Outcomes of Elementary School Children. Proceedings of ATEE Annual Conference , University of Latvia Press, 871-885.
Park, E. S., & Xu, D. (2024). The effect of Active learning professional development training on college students’ academic outcomes. Journal of Research on Educational Effectiveness, 17(1), 43-64.
Roemer, E., Schuberth, F., & Henseler, J. (2021). HTMT2–an improved criterion for assessing discriminant validity in structural equation modeling. Industrial management & data systems, 121(12), 2637-2650.
Ryser, G. R. (2021). Qualitative and quantitative approaches to assessment. In Identifying Gifted Students (pp. 33-57). Routledge.
Schoon, I. (2021). Towards an integrative taxonomy of social-emotional competences. Frontiers in Psychology, 12, 515313.
Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach. John wiley& Sons.
Shen, J. (2023). The theory of bifurcated educational system and its implications for school improvement. International Journal of Leadership in Education, 26(2), 223-243.
Shi, D., Maydeu-Olivares, A., & Rosseel, Y. (2020). Assessing fit in ordinal factor analysis models: SRMR vs. RMSEA. Structural Equation Modeling: A Multidisciplinary Journal, 27(1), 1-15.
Shrestha, N. (2021). Factor analysis as a tool for survey analysis. American Journal of Applied Mathematics and Statistics, 9(1), 4-11.
Simion, A. (2023). The impact of socio-emotional learning (SEL) on academic evaluation in higher education. Educatia, 21(24), 109-117.
Sujati, H., & Akhyar, M. (2020). Testing the construct validity and reliability of curiosity scale using confirmatory factor analysis. Journal of Educational and Social Research, 20(4), 229-237.
Sürücü, L., &Maslakçi, A. (2020). Validity and reliability in quantitative research. Business & Management Studies: An International Journal, 8(3), 2694-2726.
Urhahne, D., & Wijnia, L. (2023). Theories of motivation in education: An integrative framework. Educational Psychology Review, 35(2), 45.
Wang, X., & Cheng, Z. (2020). Cross-sectional studies: strengths, weaknesses, and recommendations. Chest, 158(1), S65-S71.
Wei, X., Saab, N., & Admiraal, W. (2021). Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review. Computers & Education, 163, 104097.
Xu, M., MacDonnell, M., Wang, A., & Elias, M. J. (2023). Exploring social‐emotional learning, school climate, and social network analysis. Journal of Community Psychology, 51(1), 84-102.
Zilva, D. R. (2023). The Role of Social and Emotional Learning in Student Success. Journal of Education Review Provision, 3(1), 13-17.
Zhou, M., & Ee, J. (2012). Development and validation of the social emotional competence questionnaire (SECQ). The International Journal of Emotional Education, 4(2), 27-42.
التنزيلات
منشور
كيفية الاقتباس
إصدار
القسم
الرخصة
الحقوق الفكرية (c) 2024 دراسات: العلوم الإنسانية والاجتماعية

هذا العمل مرخص بموجب Creative Commons Attribution-NonCommercial 4.0 International License.
##plugins.generic.dates.accepted## 2024-07-16
##plugins.generic.dates.published## 2024-07-30

