Abstract
Social emotions are frequently experienced in every individual in the daily life including adolescents’ secondary school students. The mult-social emotional changes such as aggressive and happiness among adolescents influences students coping with learning at school. The purpose of this study was to develop social emotional model for coping with learning among adolescent secondary school students. Specifically the study attempted to answer the extent social emotional model is effective in improving students coping with learning. The study adapted collaborative action research design in which a total of 244 adolescent secondary school students responded to questionnaires and focus group discussion. The effectiveness of the developed social emotional model for student coping with learning was reported by students through the questionnaires. It was found that the aspects incorporated in the model improved practices in learning outcomes to both teachers and students in coping with learning. It was found that, Teachers used guidance and counseling, action oriented activities such as role play, encouraging play and exploration as the strategies to foster active engagement among adolescent secondary school students towards learning adjustment. Furthermore, the study revealed positive significant because the data in the model summary shows that the value of r=.351 indicates that one item for adolescent secondary school students coping with learning increased for about 35.1% with 77.5% standard error of the estimated predictor value. Although this study was conducted in Tanzania employing moderate sample size from which the data was gathered with the help of collaboration action research design. The findings provide guidelines for further replicate research on social emotion behaviours and academic performance in education elsewhere.
Highlights
Schools are the central site for the development and promotion of children social emotional wellbeing (Panayiotou, Humphrey, & Wigelsworth, 2019) and by nature the primary development of children functioning in the society.there has been alerting on adolescent students demonstrating various social emotional behaviours (Sospeter, Shavega, & Mnyanyi, 2020), such as happiness, isolation and aggressive social emotions like fighting, anger and rudeness in schools
The data in the model summary showed that the value of r=.351 indicates that one item for adolescent secondary school students coping with learning increased for about 35.1% with 77.5% standard error of the estimated predictor value
Effectiveness of the designed social emotional model in enhancing learning at school The findings reveal that social emotional model was positively associated with adolescent secondary school students coping with learning
Summary
Schools are the central site for the development and promotion of children social emotional wellbeing (Panayiotou, Humphrey, & Wigelsworth, 2019) and by nature the primary development of children functioning in the society.there has been alerting on adolescent students demonstrating various social emotional behaviours (Sospeter, Shavega, & Mnyanyi, 2020), such as happiness, isolation and aggressive social emotions like fighting, anger and rudeness in schools. Rowe and Fitness (2015) maintain that social emotional problems affect students’ logical, analytical and critical thinking during learning process They are detrimental to motivation, active engagement and in-prioritisation in information processing among students during learning process (Ekman, 2016). Rowe and Fitness (2018) added that, developing Social Emotional Learning (SEL) model among adolescent secondary school students enable them cope with learning. Social and Emotional Learning (SEL) programmes promote communication skills, decision making and relationship skills among adolescents (Nuryana, Ayu, & Dewi, 2016, Panayiotou et al, 2019). SEL skills include social awareness, self-awareness, self-management, responsive in decision making and relationship skills (Goleman, 2011; McComirk et al, 2015) These skills are appealing to be helpful among adolescent because they help in coping with learning by improving their emotional skills and mindset (Esnari, 2017; Weissberg, 2011).
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