Social Emotional Learning Competencies of Teens: A Survey Study with Junior High Schools in South Taiwan

• Main Authors: JENG, TING-YUN, 鄭婷云
• Other Authors: YANG, JULIA
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/t7j38a

碩士 === 國立高雄師範大學 === 教育學系 === 105 === 　　Social and Emotional Learning (SEL) was first founded by Dr, Goleman who has been known for his research on Emotional Qutience (EQ). In 1994, Goleman and colleagues founded States Collaborative for Academic Social and Emotional Learning; (CASEL) in the U.S. that was later adopted in 2004 as the K-12 SEL learning standards in Illinois. The CASEL is consisted of five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The five core competencies of CASEL are arranged into three major goals of the IL SEL learning standards. The three goals are (1) self-awareness and self-management ; (2) social awareness and relationship skills ; and (3) decision-making skills and responsible behaviors, each is specified with three to four purposes objectives and six corresponding behavioral indicators. 　　The purpose of this study was to attain initial understanding of the ninth-graders’ and their teachers’ perceptions on the students’ social emotional learning competencies. A survey questionnaire (i.e. Social Emotional Learning Ability Scale) was first developed based on the IL SEL standards. The pilot study (N = 180) yielded the results of a Cronbach's alpha value of .927 with the explained variance range between 46.4% and 63.5% (return rate of 95%)。A random sample of 769 students and 32 teachers were selected from seven counties of south Taiwan to participate in the study. The final return rate was 96% return rate. 　　In general, the students’ self-rating on their SEL competencies were higher than the teachers’ ratings. Students who perceived their parents’ discipline style to be democratic scored higher than those who did not have the same perception. Female students self scored higher than their male counterparts on social feeling perspectives. Teachers who were more than 50-year old gave higher ratings of their students social and community related competencies than teacher who were 30 or younger. The author concluded with the recommendations of adding SEL competencies into 1-12 education reform agenda in Taiwan which is to better educate the whole person at home and schools.