مستوى التعلم الاجتماعي-الانفعالي وعلاقته بالسلوك الاجتماعي الإيجابي لدى طلبة المدارس الثانوية في الأردن

Amal S. Al-Salti; Noura M. Aljawabrah; Ferial M. Abu Awwad

doi:10.35516/hum.v52i3.6820

Authors

Amal S. Al-Salti researcher, Amman, Jordan https://orcid.org/0009-0006-9296-4393
Noura M. Aljawabrah Department of Kindergarten, Al-Nuzha Mixed Secondary School, Amman, Jordan https://orcid.org/0009-0004-5283-9526
Ferial M. Abu Awwad Department of Educational Psychology, Faculty of Educational Sciences, University of Jordan, Amman, Jordan https://orcid.org/0000-0002-0975-7208

DOI:

https://doi.org/10.35516/hum.v52i3.6820

Keywords:

social-emotional learning, prosocial behavior, adolescents.

Abstract

Objectives: This study aims at measuring social-emotional competencies in relation to prosocial behavior among secondary school students in Amman.

Methodology: The study employs the descriptive, correlational approach. The study sample consists of (500) male and female students selected from several secondary schools by using cluster randomization. To achieve its objectives, the study uses the Social-Emotional Learning Scale, which consists of 23 items, and the Prosocial Behavior Scale, which consists of 23 items.

Results: The results indicate high rating of social-emotional learning skills and average rating of prosocial behavior. The study also shows that there is a moderate positive correlation between social-emotional learning skills and prosocial behavior, suggesting that prosocial behavior could be predicted based on the sub-competencies of social-emotional learning.

Conclusion: The study invites teachers to pay more attention to activating social-emotional learning due to its positive effects on students, whether academic or behavioral. Hence, it calls for educating teachers about social-emotional learning and training them to incorporate it. The study also recommends conducting other studies on different age categories and exploring social-emotional learning in relation to other variables.

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