Who Delivers It and How It Is Delivered: Effects of Social-Emotional Learning Interventions on Learning Anxiety and Dropout Intention

Autor/inn/en	Deli, Wu; Kaur, Amrita; Awang-Hashim, Rosna
Titel	Who Delivers It and How It Is Delivered: Effects of Social-Emotional Learning Interventions on Learning Anxiety and Dropout Intention
Quelle	In: Malaysian Journal of Learning and Instruction, 18 (2021) 1, S.1-27 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1675-8110
Schlagwörter	Social Emotional Learning; Anxiety; Mental Health; Dropout Prevention; Intention; Intervention; Program Effectiveness; Teacher Effectiveness; School Counselors; Grade 8; Junior High School Students; Rural Schools; Boarding Schools; At Risk Students; Early Adolescents; Personal Autonomy; Delivery Systems; Foreign Countries; China + Suchen Sie Ihr Suchwort? Angst; Psychohygiene; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School counselor; Beratungslehrer; Pädagogischer Berater; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Boarding school; Internat; Individuelle Autonomie; Auslieferung; Ausland
Abstract	Purpose: Given the prevalence of mental health issues among young adolescents and its detrimental effects on academic functioning, Social-Emotional Learning (SEL) interventions are becoming extremely valuable. The current study aims to investigate the effectiveness of two types of SEL interventions delivered by two different types of teachers to determine their effectiveness for SEL knowledge, learning anxiety, and intention to drop-out. Methodology: This study employed a 2 x 2 factorial and between-subject quasi-experimental design, in which intervention type and teacher type were manipulated to produce four different versions of experiments. A total of 209 students (107 boys, 102 girls) from Grade 8 with a mean age of 14.3 years from Qinzhou City in Southwest China participated in the study. Findings: Factorial and between-group MANOVA revealed that while psychology teacher was more effective in enhancing SEL knowledge and reducing dropout intention, regular teacher was more effective in reducing learning anxiety. TASSEL intervention was more effective in enhancing SEL knowledge while SEL regular intervention was more effective in reducing learning anxiety. Nevertheless, within-group analysis suggested TASSEL with psychology teacher was the best combination in reducing dropout intention while SEL with psychological teacher was the best combination in reducing learning anxiety. Significance: The results have significance for schools and mental health counselling services. The findings can guide the effective design of SEL intervention and appropriate teachers to deliver it. (As Provided).
Anmerkungen	Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: http://mjli.uum.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01