Publication: The development of active learning model for enhancing social emotional learning of college students
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Issued Date
2024-07-19
Resource Type
Language
eng
File Type
application/pdf
Access Rights
Open Access
Rights
ผลงานนี้เผยแพร่ภายใต้ สัญญาอนุญาตครีเอทีฟคอมมอนส์แบบ แสดงที่มา-ไม่ใช้เพื่อการค้า-ไม่ดัดแปลง 4.0 (CC BY-NC-ND 4.0)
Rights Holder(s)
Srinakharinwirot University
Suggested Citation
Yi Rong (2024). The development of active learning model for enhancing social emotional learning of college students. Retrieved from: https://hdl.handle.net/20.500.14740/52814
Alternative Title(s)
การพัฒนารูปแบบการเรียนรู้เชิงรุก เพื่อเสริมสร้างการเรียนรู้อารมณ์ทางสังคมของนักศึกษามหาวิทยาลัย
Author(s)
Advisor(s)
Organization
Abstract
The aims of this study are as follows: (1) to study the definition and components of social emotional learning of college students; (2) to develop an active learning model for enhancing social emotional learning of college students; and (3) to evaluate the effectiveness of the active learning model for enhancing the social emotional learning of college students. The samples were freshmen majoring in Preschool Education at Guangdong Baiyun University. In this study, the research instruments were semi-structured interview questionnaires, social emotional learning questionnaires, and an active learning model for enhancing social emotional learning. The statistical methods included mean, standard deviation (SD), and one-way and two-way repeated ANOVA analysis. Based on voluntary student participation, 40 students became the samples of this study and randomized to the experimental group (n=20) and the control group equally. The research results were as follows: (1) social emotional learning for college students consisted of five components: self-awareness, social awareness, self-management, relationship skills, and responsible decision-making; (2) an active learning model was developed that comprised three steps: introduction, learning activity process, and conclusion; (3) an active learning model was effective in promoting the social emotional learning of college students; (3.1) the SEL of college students after receiving active learning model and after the follow up period was significantly higher than before beginning the experiment at a level of .05; and (3.2) the SEL of the college students after receiving active learning model and after the follow-up period was significantly higher than those in the control group at a level of .05.
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Degree Name
DOCTOR OF PHILOSOPHY (Ph.D.)
Degree Discipline
Degree Grantor(s)
Srinakharinwirot University