An examination of the social-emotional competencies among primary school students

Abstract

Social Emotional Learning is an important focus in education that develops the Social-Emotional Competencies (SEC) of students to work and live as productive citizens. The objectives of this study are to examine (i) the overall Social-Emotional composite of Year Three primary students; (ii) the SEC of the students in self-awareness, social awareness, self-management, relationship skills and responsible decision-making; (iii) the specific needs and strengths of the students’ SEC. Non-probability sampling technique specifically purposive sampling was used for this study. 35 teachers with experience in Year Three students from six National type schools in Johor Bahru, Malaysia were recruited for this study. Each teacher rated three Year Three primary students’ (n=105). This study used the Devereux Student Strengths Assessment (DESSA) to examine their social-emotional needs and strengths. The results showed the social-emotional composite is at “Need for Instruction” category. More than 43% of students were in the “Need for Instruction” category and had the lowest level of Personal Responsibility, 44% - 54% of students were in the “Typical” category while less than 9% of students were in the “Strength” category. Therefore this study is valuable in the design and development of Social Emotional Learning Intervention which will re-direct the teachers’ focus on educating rather than managing students’ social and emotional problems.