DEVELOPMENT OF AN INSTRUCTIONAL MODEL TO ENHANCE SOCIAL AND EMOTIONAL COMPETENCE OF SECONDARY SCHOOL STUDENTS IN THAILAND
Keywords:
Indicators, Social and Emotional Competencies, High School StudentsAbstract
The Objectives of this research article were to develop social and emotional competence indicators for Thai high school students. The researchers, using the purposive sampling method for qualitative research, gathered information from five learning management specialists for the development or measurement of social and emotional competence that included: 1 educator with experience in learning management to enhance secondary school students' social and emotional competence. 1 Educational and Guidance Counselor, 2 University professors for the development of social and emotional competence, and 1 Educational Assessment Specialist. A semi-structured interview form and a conceptual framework of social and emotional competence indicators in high school students were used as a research tool. The results tables and other visual representations are presented using content analysis of qualitative data. The results of the research concluded that Social and emotional competence consisted of 5 components, a total of 57 indicators. Self-awareness is the first component. There are 6 indicators: emotional perception and feelings. and confidence in one's own abilities 2) Self-management There are 18 indications, which are as follows: stress management, self-control, self-discipline, planning and goal setting 3) There are 10 indicators of social awareness, which include perceiving understanding the perspectives, emotions, and feelings of others. as well as appreciating and respecting diversity 4) Relationship Skills, there are 15 indicators, including communication and relationship building. as well as collaboration 5) Responsible Decision Making, there are 8 indicators, which include problem identification and objectives. realistic circumstance evaluation, Responsible problem solving. The experts reached an agreement, resulting in the development of behavioral indicators that may be explored the learners' behavior.
References
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