Social Emotional Competence Questionnaire

Zhou, Mingming; Ee, Jessie

doi:10.1037/t69172-000

Cited by 30 publications

(37 citation statements)

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“…With self-awareness skills, an individual is competent to notice his/her own strengths and weaknesses, emotions, and the way these may influence one's performance (Zins and Elias, 2006); Zhou and Ee (2012) argue students' tend to develop a higher level of emotional self-control and engage in self-regulation if they are raised to know their emotions metacognitively. Therefore, they will be able to make more responsible decisions.…”

Section: Social-emotional Competencementioning

confidence: 99%

“…Finally, responsible decision-making concerns the capacity to conceive ethical, societal, and safety features in decision-making times. Students with such ability can cope rationally and effectively with daily social and academic situations (Collaborative for Academic, Social and Emotional Learning [CASEL], 2003 cited in Zhou and Ee, 2012).…”

Section: Social-emotional Competencementioning

confidence: 99%

“…Besides grit, the other factor assumed to be effective on EFL learners' academic engagement is their Social-Emotional competence. Social-Emotional Learning (SEL), as an integral constituent of basic education, has recently attracted the researchers' and educators' attention (Zhou and Ee, 2012). Through the process of social-emotional learning, a student acquires the required knowledge and skills to act successfully in different social settings.…”

Section: Introductionmentioning

confidence: 99%

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Chinese EFL Students’ Social-Emotional Competence, Grit, and Academic Engagement

Zhang

Mao

et al. 2022

Front. Psychol.

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Regarding the constructive function of students’ academic engagement in learning a foreign language, understanding the individuals’ intrapersonal characteristics effective on engagement has gained attention. To keep up with this line of research, the present study tried to probe the contribution of grit and social-emotional competence to Chinese EFL learners’ academic engagement. To do this, 493 Chinese EFL students, including both males and females, were selected conveniently to participate in the study. For collecting data, a Likert scale questionnaire entailing three items on grit, social-emotional competence, and academic engagement was administered online. Spearman Rho correlation index and multiple regression analysis along with ANOVA were employed to analyze data. The findings revealed a positive and direct relationship between Chines EFL students’ grit, social-emotional competence, and academic engagement. Furthermore, the results showed that compared to social-emotional competence, EFL students’ grit can predict more powerfully academic engagement. The implications of the findings are considered in the present study.

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Section: Social-emotional Competencementioning

confidence: 99%

Section: Social-emotional Competencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Chinese EFL Students’ Social-Emotional Competence, Grit, and Academic Engagement

Zhang

Mao

et al. 2022

Front. Psychol.

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“…An assessment tool developed by Merrell [15] and Zhou, Ee [16] was used to examine social emotional competencies in this study. The social emotional competencies scale consisted of four sub-scales: a self-awareness scale, a self-management scale, a social awareness scale, and a relationship management scale.…”

Section: Social Emotional Competenciesmentioning

confidence: 99%

The Effects on Students' Psychological Needs and Social-Emotional Competence of Relatedness Support from a Teacher and Peers in Physical Education Class

Joonggeun¹,

Song²

2021

JARR

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For a smooth daily life, students need to improve their interpersonal skills and social and emotional competences. Research on the relationship between peers as a social relationship factor in a learning environment is considered important, and studying the relationship between teachers as well as peers is required. Accordingly, this study aimed to examine the effects on students' psychological needs and social-emotional competence of relatedness support from the teacher and peers in a physical education class. This study administered a questionnaire-based survey to 379 middle school students in their 1st grade to3rd grade in South Korea and applied descriptive statistics, correlation analysis, and structural equation modeling to the data. The researcher visited the school of students who had agreed to participate in the study to fully explain the research purpose and proceeded with it by complying with the Statistics Act and research ethics. First, relatedness support from the teacher and peers positively impacted students' psychological needs. Second, their psychological needs positively influenced their social-emotional capacity in the physical education class. Third, the students' psychological needs mediated the relationship between relatedness support from teachers and peers and social-emotional competence in physical education class. The study results suggest the need for social-emotional learning programs to help improve the relationship between teachers and peers and enhance the social and emotional competences of students. Physical education teachers should create a relationshipbased learning environment where students can improve the understanding and care of themselves and others and communication skills, actively participate in the learning process, and develop practical skills to control their emotions.

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“…Kuesioner social emotional competencies (SEC) diberikan dua kali pada pretest dan posttest, diadaptasi dari SECQ (social emotional competencies questionnaire) (Zhou & Ee, 2012 (Kline, 2005). SECQ (social emotional competencies questionnaire) memiliki reliabilitas tinggi dengan koefisien reliabilitas sub variable self-awareness (kesadaran diri) 0.91, social awareness (kesadaran sosial) 0.87, self-management (manajemen diri) 0.84, relationship management (manajemen hubungan) 0.91 dan responsible decisionmaking (pengambilan keputusan bertanggung jawab) 0.85 (Zhou & Ee, 2012).…”

Section: Metode Penelitianunclassified

Pengembangan Social Emotional Competencies melalui Outdoor Education

Ihsan

Ma’mun

Yusup

2019

JPP

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Tujuan dari penelitian ini untuk mengetahui apakah terdapat pengaruh dari program outdoor education diintegrasi social emotional learning terhadap pengembangan social emotional competencies. Metode penelitian eksperimen dengan desain pretest-posttest control group design with more than one experimental group digunakan dalam penelitian ini. Hasil penelitian menunjukan bahwa program outdoor education integrasi social emotional learning terstruktur secara terencana memiliki hasil dan pengaruh signifikan terhadap pengembangan social emotional competencies. Selanjutnya, guru pendidikan jasmani dapat menggunakan program terstruktur secara terencana untuk pengembangan aspek afektif melalui berbagai aktivitas outdoor education.

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Social Emotional Competence Questionnaire

Cited by 30 publications

References 0 publications

Chinese EFL Students’ Social-Emotional Competence, Grit, and Academic Engagement

Chinese EFL Students’ Social-Emotional Competence, Grit, and Academic Engagement

The Effects on Students' Psychological Needs and Social-Emotional Competence of Relatedness Support from a Teacher and Peers in Physical Education Class

Pengembangan Social Emotional Competencies melalui Outdoor Education

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