Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

Abstract

Programs for social-emotional learning implemented in schools are important in terms of improving students’ emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation—mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.

Impact of a School Mental Health Program on Children’s and Adolescents’ Socio-Emotional Skills and Psychosocial Difficulties

“…These findings are consistent with other studies showing that SEL programs strongly impact prosocial behavior and internalizing and externalizing problems [ 12 , 18 ]. In addition, our results are in line with studies providing evidence for the efficacy of SEL programs in different countries, such as the US [ 36 , 37 ], Italy [ 38 ], Portugal [ 39 ], and Turkey [ 40 ]. Furthermore, the efficacy of the PROMEHS program supplements existing studies on SEL programs in Romanian schools [ 41 , 42 , 43 ].…”

Developing Emotional Intelligence through Physical Education: A Systematic Review

“…The aforementioned community engagement methodologies should include one more, TPSR, whose effectiveness has been checked with randomly selected experimental and control groups in different studies (Arikan, 2020a; Pozo Rosado et al, 2021). TPSR encourages students to develop correctly in their social environment (social responsibility respecting others’ feelings and rights), and learn to be responsible to themselves and others (Arikan, 2020a; Caballero Blanco et al, 2013; Pozo Rosado et al, 2021). This model is developed on five levels: respect for others and creating a good environment, participation and effort, personal autonomy, help and leadership, and transference.…”

“…The result was a significant improvement of the experimental group on total scores of socioemotional variables, while the control group remained at the same level scored at baseline. The authors suggested that the TPSR model helped students gain the ability to understand their own and other people’s feelings, control emotions,and increase their EI levels measured through the EI scale (Arikan, 2020a). In addition, these studies reinforced the idea of rearranging a curriculum to improve EI and combining some programs in PE (Arikan, 2020a).…”

“…This model is developed on five levels: respect for others and creating a good environment, participation and effort, personal autonomy, help and leadership, and transference. Arikan (2020a) analyzed the effect of the SEL program based on TPSR in a secondary education sample that was randomly divided into a control group (who followed the current curriculum) and an experimental group (who did SEL-TPSR). The result was a significant improvement of the experimental group on total scores of socioemotional variables, while the control group remained at the same level scored at baseline.…”

The effect of emotional intelligence on the learning achievement of physics high school students

“…Learning has a wider place, and it must be a vehicle for the holistic development of students' potential through the active role of students toward better change (Mbaubedari et al, 2022;Pambudi et al, 2022;Soltura, 2022;Vargas-Hernández & Vargas-González, 2022;Zannah et al, 2022). In this situation, teachers' constructive efforts are urgently needed in developing students' emotional dimensions so that students are increasingly able to face various problems (Ahmed et al, 2019;Fiori & Vesely-Maillefer, 2018;Mishra, 2012), enthusiastic (Lutfiah, 2021;Saptono, 2016;Yulika, 2019), diligent (Anita et al, 2020;Katodhia & C. Sinambela, 2020), responsible (Arikan, 2020;Tarigan et al, 2020), able to establish healthy communication with other individuals or groups (Cherry et al, 2013;Hassan et al, 2014;Hendon et al, 2017), these are the emotional roots that form the basis for achieving the desired success (Moser, 2017;Nauli Thaib, 2013).…”