Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools

Language Teaching Research, Journal Year: 2021, Volume and Issue: 28(3), P. 1176 - 1200

Published: June 12, 2021

With growing attention attached to young students’ social and emotional well-being besides their cognitive development, learning (SEL) has been increasingly researched in general school education over the past decades with its positive effects on academic performance reported. However, SEL research not emerged English as a foreign language (EFL) contexts. To bridge void, current aimed profile Hong Kong secondary competence level examine intricate relationships among four clusters (i.e. self-awareness, self-management, awareness management) achievements. The results indicated an overall medium of 315 grade 3 students suggested gap between high skills management skills. Structural equation modeling (SEM) analyses confirmed two mediation paths, thus highlighting seminal mediating role self-management enhancing self-awareness Important implications are discussed.

Language: Английский

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Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools

Cambridge Journal of Education, Journal Year: 2024, Volume and Issue: 54(4), P. 417 - 436

Published: July 3, 2024

Against the backdrop of declining motivation and growing social emotional challenges in English learning experienced by Hong Kong primary school students, study aimed to profile an interactive pattern between relevant motivational beliefs (i.e., self-efficacy, interest, growth mindset), (SEL) skills achievements. Data was collected from 913 4th graders with questionnaires test. Results indicated a medium-high level among participants, high self-awareness awareness but medium self-management management terms SEL. More importantly, structural equation modeling (SEM) analyses confirmed intricate interplay where predicted achievements through mediation skills. Our findings also underscore relatively higher importance interest mindset than self-efficacy for young children. Pedagogical implications are discussed.

Language: Английский

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The Role of Job Satisfaction in Predicting Teacher Emotions: A Study on English Language Teachers

International Journal of Contemporary Educational Research, Journal Year: 2021, Volume and Issue: 8(2), P. 192 - 205

Published: June 29, 2021

This study aimed at investigating teacher job satisfaction as a predictor of emotions. To this end, in mixed method study, data were collected via the Job Satisfaction Survey and Teacher Emotions Inventory from 2,013 English language teachers across Turkey addition to qualitative 145 teachers. By conducting statistical correlation regression analysis, findings revealed that correlated positively with emotions, including negative ones. Also, contrary common understanding, it was found is emotions terms sadness, anger, fear, indicating schools workplace cause interplay under similar conditions. Negative particularly fear dimension, exhibit bidirectional feature motivating certain extent, thus increasing satisfaction. It concluded involves not only positive but too since they are experienced temporal way.

Language: Английский

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Framework for identifying and visualising emotional atmosphere in online learning environments in the COVID-19 Era

Applied Intelligence, Journal Year: 2022, Volume and Issue: 52(8), P. 9406 - 9422

Published: Jan. 6, 2022

Language: Английский

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An Overview of Research on Emotions in Asian Learners and Educators: Implications and Future Directions

The Asia-Pacific Education Researcher, Journal Year: 2019, Volume and Issue: 28(4), P. 363 - 370

Published: July 10, 2019

Language: Английский

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