Social-emotional Learning: Promotion of Youth Wellbeing in Singapore Schools

Chong, Wan Har; Lee, Boon Ooi

doi:10.1007/978-981-287-188-6_10

Cited by 10 publications

(4 citation statements)

References 30 publications

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“…Research derived from the 4‐H Study of Positive Youth Development (PYD) confirms these links between engagement, academic success and in relating different facets of PYD and risk/problem behaviors (e.g., Li & Lerner, 2013; Li et al, 2011). They found that youths who reported more positive competencies were less likely to engage in or develop at‐risk behaviours, and demonstrated more positive mental well‐being and adaptive coping (Chase, Warren, & Lerner, 2015; Chong & Lee, 2014).…”

Section: Student Engagementmentioning

confidence: 99%

Student perceptions of self‐efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement

Chong

Liem

Huan

et al. 2018

Journal of Adolescence

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Introduction This exploratory study extends research on student engagement by examining the relationships between its different facets, students' perception of teacher support for learning and self‐efficacy, and adaptive youth competencies. Guided by Reschly and Christenson's (2012) student engagement framework, affective and cognitive engagement were posited to mediate the relationships between students' perceived beliefs, adaptive competencies and behavior engagement. Method 3776 Singapore Grade 7 and 8 students completed a self report survey questionnaire. Results Self‐efficacy and teacher support demonstrated different indirect relationships with student competencies and via different engagement pathways. Cognitive engagement mediated the effects of teacher support and self‐efficacy on the four student competencies, while affective engagement's mediated effects was only evident on academic buoyancy. Conclusion This study holds important implications for educational and psychological research on student engagement, demonstrating that the construct, though theorized in a western context, has empirical utility and relevance in an East Asian context.

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Section: Student Engagementmentioning

confidence: 99%

Student perceptions of self‐efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement

Chong

Liem

Huan

et al. 2018

Journal of Adolescence

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“…This is to emphasize that the implementation and teaching of SECs should be rooted and grounded in cultural values ( 30 ). The six core values introduced in Singapore's SEL framework include respect, responsibility, integrity, care, resilience, and harmony, which supports their community's collectivist cultural orientation ( 30 , 31 ).…”

Section: Discussionmentioning

confidence: 99%

“…Unfortunately, formative research to inform the cultural adaptation of SEL in Southeast Asian countries is still lacking. To date, Singapore is the only country that has systematically studied SEL constructs from the ground up and documented an SEL framework that is adapted to Asian collectivist culture ( 30 , 31 ). However, Singapore itself is an educated, industrialized, rich, and democratic country, except it is not Western.…”

Section: Introductionmentioning

confidence: 99%

Exploring Malaysian parents' and teachers' cultural conceptualization of adolescent social and emotional competencies: A qualitative formative study

Hadi

Midin

Tong

et al. 2023

Front. Public Health

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IntroductionGlobal implementation of social and emotional learning (SEL) has been suggested to incorporate a systematic cultural adaptation process which relies on ground-up empirical data of a target cultural group in tailoring a culturally sensitive SEL intervention. Preliminary formative studies among local parents and educators were done to explore the conceptualization of social and emotional competencies (SECs) in various cultural settings, such as the continent of Africa and among the indigenous and refugee groups. Unfortunately, little scholarship has been devoted to studying the SEL adaptation process in Southeast Asian regions. This formative study aimed to explore Malaysian parents' and teachers' cultural conceptualization of adolescent SECs.MethodsThis qualitative study interviewed 12 Malaysian parents and 10 Malaysian teachers comprising of Malay (82%), Chinese (9%) and Indian (9%) races in an online focus group discussion. Sampling is purposive to parents of adolescents and teachers at secondary school only. Data were analyzed thematically to determine the culturally sensitive SEL constructs for Malaysian adolescents.ResultsAll themes and sub-themes of SEC regarded as crucial for Malaysian adolescents are aligned with CASEL's five domains of competencies. Our findings extended the conceptualization of subskills under CASEL's relationship skills and responsible decision-making domains, which reflect Asian cultural values. The main themes of social competency: (a) preserving interpersonal relationships, (b) utilizing intrapersonal skills, and (c) communicating effectively, are shared with the established CASEL constructs. However, the underlying subthemes denote the unique cultural manifestation of social competency in Malaysia. Two of the emotional competency themes represent the established CASEL constructs: (a) practicing self-regulation, (b) demonstrating help-seeking behavior, and the other two themes signify Asian values: (c) upholding altruism, and (d) maintaining cultural display rules.DiscussionsThis formative study revealed the habitual use of experiential and expressive suppressions as adaptive emotion regulation strategies in Malaysian collectivist culture and offered a potential alternative emotion regulation pathway suitable for Malaysian adolescents. It also informed the feasibility of implementing SEL modules developed based on the CASEL framework in Malaysia and suggested two key lessons to enhance the cultural sensitivity of SEL in Malaysia: effective, respectful communication and expressive writing.

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“…Compared with low-context cultures, such as the US and the UK, SEL faces more serious cultural adaptability problems when introduced into high-context cultures (Chong and Lee, 2015 ). Rooted in the past, high-context cultures are stable, unified, cohesive, and slow to change.…”

Section: Introductionmentioning

confidence: 99%

The impact of social-emotional learning: A meta-analysis in China

Chen

Yang

2022

Front. Psychol.

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The cross-cultural adaptation of social-emotional learning (SEL) has cast doubts. Although there are significant differences between low- and high-context cultures, few analyses have been conducted on the effects of SEL intervention in high-context cultures. To explore the effectiveness of the SEL program in China, which is different from low-context cultural background, this study presents findings from a meta-analysis of 86 randomized SEL programs involving 8,736 students. Compared with the control group, SEL participants significantly improved social-emotional competence (SEC), including SEL skills, attitudes, positive social behavior, and emotional distress (reduction). However, there was no significant improvement in behavioral problems. Due to the lack of emotional education in China and the Hawthorne effect, compared with SEL programs in low-context countries, China's SEL programs have improved SEC more, up to three times that of low-context countries. The general area of the school, SEL framework, intervention object, and educational level of participants moderates SEL positive outcomes. Types of textbooks, SEL framework, participant features, and educational level of participants moderate SEL negative outcomes. These findings provide empirical evidence for the positive impact of SEL programs in China. To improve the SEC of Chinese students, policymakers should actively implement SEL programs in China.

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Social-emotional Learning: Promotion of Youth Wellbeing in Singapore Schools

Cited by 10 publications

References 30 publications

Student perceptions of self‐efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement

Student perceptions of self‐efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement

Exploring Malaysian parents' and teachers' cultural conceptualization of adolescent social and emotional competencies: A qualitative formative study

The impact of social-emotional learning: A meta-analysis in China

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