การเรียนรู้ทางอารมณ์และสังคมตามแนวคิดของ CASEL ของนักเรียนมัธยมศึกษาตอนต้น สังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน SOCIAL AND EMOTIONAL LEARNING BASED ON CASEL CONCEPT OF THE SECONDARY SCHOOL STUDENTS UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION
Keywords:
Social and Emotional Learning, CASEL Concept, Secondary School StudentsAbstract
The purposes of this study are to 1) study the social and emotional learning based on CASEL concept of the secondary school students under the office of the basic education commission and 2) study the influence of variables toward social and emotional learning based on CASEL concept of the secondary school students under the office of the basic education commission. The sample consisted of 420 students in grades 7-9 under the office of the basic education commission in Chiang Mai province and sampling technique was multi-stage sampling. The social and emotional learning scale has a rating scale of 5 levels. It has 92 items and consisted 5 components 1) Self-awareness 2) Self-management 3) Social-awareness 4) Relationship skill and 5) Responsible decision making. The item-total correlation coefficient ranged from 0.218 to 0.725 and reliability coefficient of the total scale was 0.948. Statistics employed for analyses of the data included Percentage, Mean, Standard deviation, Correlation coefficient and Stepwise Multiple Regression Analysis. The results of the research were as follows: 1) Social and emotional learning based on CASEL concept of the secondary school students under the office of the basic education commission was at high level in overall ( = 3.67). The Social-awareness in the highest level ( = 3.80) Responsible decision making ( = 3.77) Self-awareness ( = 3.66) Self-management ( = 3.57) and Relationship skills ( = 3.57) respectively. 2) The influence of variables toward social and emotional learning based on CASEL concept of the secondary school students under the office of the basic education commission by using Stepwise multiple regression analysis was found that 3 predictive variables were statistically significance at the 0.01 level, namely large school size grade-point-average GPA 1.00-1.50 GPA 3.51-4.00 GPA 3.01-3.50 and status of parents affecting on social and emotional learning of secondary school students. The Multiple correlation coefficients (R) was 0.359, the predictive power was 12.9 percent and standard error of the estimate was 0.41223. There were of the prediction equation in terms of raw scores predict equation and Standardized scores predict equation as follows.
Raw scores predict equation = 3.609 +.145 -.505 +.279 +.172 -.111
Standardized scores predict equation = .165Z -.167Z +.208Z +.167Z -.123Z
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References
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[2] คณะกรรมการพัฒนาการเศรษฐกิจและสังคมแห่งชาติ. (2557). สรุปสาระสำคัญแผนพัฒนาเศรษฐกิจและสังคม แห่งชาติ ฉบับที่ 11 พ.ศ.2555-2559. กรุงเทพฯ: สำนักงานคณะกรรมการพัฒนาการเศรษฐกิจและสังคมแห่งชาติ สำนักนายกรัฐมนตรี.
[3] วิทยากร เชียงกูล. (2551). จิตวิทยาความฉลาดและความคิดสร้างสรรค์. กรุงเทพฯ: สายธาร.
[4] Gardner, Howard. (2003). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
[5] Mayer, John D; and Salovey, Peter. (1997). What is emotional intelligence? In P. Salovey and D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-34). New York: Harper Collins.
[6] Salovey, Peter; and Grewal, Daisy. (2005, December). The science of emotional intelligence. Current Directions in Psychological Science. 14: 281-285.
[7] เทอดศักดิ์ เดชคง. (2548). ความฉลาดทางอารมณ์. พิมพ์ครั้งที่ 18. กรุงเทพฯ: มติชน.
[8] โสภณ จุโลทก. (2545). รายงานการประชุมวิชาการเรื่องทักษะชีวิตและการเรียนรู้แบบมีส่วนร่วม. กรุงเทพฯ: กรมสุขภาพจิต.
[9] Denham, Susanne Ayers; Brown, Chavaughn; and Domitrovich, Celene. (2010, October). Plays nice with others: Social-emotional learning and academic success. Early Education and Development. 21: 652-680.
[10] Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2013). 2013 CASEL guide: Effective social and emotional learning programs - Preschool and elementary school edition. Chicago, IL: Author.
[11] Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2015). 2015 CASEL guide: Effective social and emotional learning programs - Middle and High school edition. Chicago, IL: Author.
[12] Durlak, Joeseph A.; Weissberg, Roger P.; Dymnicki, Allison B.; Taylor, Rebecca D.; and Schellinger, Kriston B. (2011, January-February). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. 82(1): 405–432.
[13] Heckman, James J; Stixrud, Jora; and Urzua, Sergio. (2006, February). The Effects of Cognitive and Noncognitive Abilities On Labor Market Outcomes and Social Behavior. Journal of Labor Economics. 24(3): 411-482.
[14] Levy, Frank; and Murnane, Richard. (2001). Key competencies critical to economic success. In D. S. Rychen and L. H. Salganik (Eds.), Defining and selecting key competencies. Kirkland, WA: Hogrefe and Huber Publishers.
[15] Lindqvist, Erik; and Vestman, Roine. (2011, January). The labor market returns to cognitive and noncognitive ability: Evidence from the Swedish enlistment. American Economic Journal: Applied Economics. 1(3): 101–128.
[16] Goleman, Daniel. (2005). Emotional intelligence. New York: Bantam Dell.
[17] Caldarella, Paul; Christensen, Lynnette; Kramer, Thomas J; and Kronmiller, Kalli. (2009, August). Promoting Social and Emotional Learning in Second Grade Students: A Study of the Strong Start Curriculum. Early Childhood Education Journal. 37: 51-56.
[18] Ehas, Maurice J; Bruene-Butler, Linda; Blum, Lisa; and Schuyler, Thomas. (2000). Voices from the field Identifying and overcoming roadblocks to carrying out programs in social and emotional learning/emotional intelligence. Journal of Educational and Psychological Consultation. 11: 253-272.
[19] Kam, Chi-Ming; Greenberg, Mark T; and Kusche, Carol A. (2004, Summer). Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education. Journal of Emotional and Behavior Disorders. 72: 66-78.
[20] Whitcomb, Sara A. (2009). Strong Start: Impact of direct teaching of a social emotional learning curriculum and infusion of skills on emotion knowledge of first grade students. Dissertation, Ph.D. (Special Education and Clinical Sciences). University of Oregon.
[21] Dryfoos, Joy G. (1990). Adolescents at Risk: Prevalence and Prevention. Oxford University Press: New York.
[22] รุจา ภู่ไพบูลย์. (2547, มกราคม-เมษายน). ทฤษฎีการวางแผนพฤติกรรมและงานวิจัยที่เกี่ยวข้องกับพฤติกรรมวัยรุ่น. รามาธิบดีพยาบาลสาร. 10(1): 24-36.
[23] Brown, Monica R; Higgins, Kyle; and Paulsen, Kim. (2003, September). Adolescent alienation: What is it and what can educators do about it. Intervention in School and Clinic. 39: 3-9.
[24] Blum, Robert Wm; and Libbey, Heather P. (2004, September). School connectedness: Strengthening health and educational outcomes for teenagers. Journal of School Health. 74(4): 229–232.
[25] Eaton, Danice K; Kann, Laura; Kinchen, Steve; Shanklin, Shari; Ross, James; Hawkins, Joseph; Harris, William A; Lowry, Richard; McManus, Tim; Chyen, David; Lim, Connie; Brener, Nancy D; and Wechsler, Howell. (2008). Youth risk behavior surveillance -- United States, 2007. Morbidity and Mortality Weekly Report 57 (No. SS-4). Washington, DC: Government Printing Office.
[26] มนตรี อินตา; และ รังสรรค์ โฉมยา. (2559, กรกฎาคม-ธันวาคม). การวิเคราะห์องค์ประกอบเชิงยืนยันการเรียนรู้ทางอารมณ์และสังคมของนักเรียนมัธยมศึกษาตอนต้น สังกัดสำนักงานคณะกรรมการ การศึกษาขั้นพื้นฐาน. Rajabhat journal of science, humanities & social science. 17(2): 362- 375.
[27] ศรีเรือน แก้วกังวาล. (2549). จิตวิทยาพัฒนาการชีวิตทุกช่วงวัย เล่ม 2 วัยรุ่น-วัยผู้สูงอายุ. พิมพ์ครั้งที่ 9. กรุงเทพฯ: มหาวิทยาลัยธรรมศาสตร์.
[28] Piaget, Jean. (1932). The Moral Judgement of the Child. New York: The Free Press.
[29] Kohlberg, Lawrence. (1969). Stage and sequence: The Cognitive Developmental Approach to Socialization. In D. Goslin, (Ed.),. Handbook of Socialization Theory and Research (pp. 347-480). Chicago, IL: Rand McNally
[30] Association for Middle Level Education. (2010). This we believe: Keys to educating young adolescents. Westerville, OH: AMLE.
[31] O’Connor, Raymond M; and Little, Ian S. (2003, December). Revisiting the predictive validity of emotional intelligence: Self-report versus ability-based measures. Personality and Individual Differences. 35: 1893-1902.
[32] Shipley, Natalie L; Jackson, Mary Jo; and Segrest, Sharon Larisa. (2010, January). The effects of emotional intelligence, age, work experience, and academic performance. Research in Higher Education Journal. 9(1): 1-18.
[33] Ferrando, Mercedes; Prieto, Maria Dolores; Leandro, S Almeida; Ferrandiz, Carmen; Bermejo, Rosario; Antonio, Lopez-Pina; Hernandez, Daniel; Sainz, Marta; and Fernandes, Mari- Carmen. (2011, July). Trait emotional intelligence and academic performance: Controlling for the effects of IQ, Personality, and self-concept. Journal of Psycho-educational Assessment. 29(2): 150-159.
[34] Jaeger Audrey; and Eagan M Kevin. (2007, September). Exploring the value of emotional intelligence: A means to improve academic performance. NASPA Journal. 44(3): 512-537.
[35] Nasir, Maliha; and Masrur, Rehana. (2010, June). An exploration of emotional intelligence of the students of IIUI in relation to gender, age and academic achievement. Bulletin of Education and Research. 32(1): 37-51.
[36] Parker, James D.A; Creque, Ronald E; Barnhart, David L; Harris, Jan Irons; Majeski, Sarah A; Wood, Laura M; Bond, Barbara; and Hogan, Marjorie J. (2004, November). Academic achievement in high school: Does emotional intelligence matter. Personality and Individual Differences. 37: 1321-1330.
[37] Preeti, Bhadouria. (2013, May). Role of emotional intelligence for academic achievement for students. Research Journal of Educational Sciences. 1(2): 8-12.
[38] Singh, Baljinder; Singh, Maghar; and Singh, Kuldip. (2009, March). The influence of emotional intelligence and learning style on students' academic achievement. Journal of Comparative Neurology and Psychology. 148: 133-146.
[39] Yahaya, Azizi; Sar, Ng Ee; Bachok, Junaidah Daing; Yahaya, Noordin; Boon, Yusof; Hashim, Shahrin; and Lee, Goh Mo. (2012). The impact of emotional intelligence element on academic achievement. Archives Des Sciences. 65(4): 2-17.
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2019-01-17
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อินตา ม., & สกุลศรีประเสริฐ ส. (2019). การเรียนรู้ทางอารมณ์และสังคมตามแนวคิดของ CASEL ของนักเรียนมัธยมศึกษาตอนต้น สังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน SOCIAL AND EMOTIONAL LEARNING BASED ON CASEL CONCEPT OF THE SECONDARY SCHOOL STUDENTS UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION. Srinakharinwirot Research and Development Journal of Humanities and Social Sciences, 10(20, July-December), 98–116. Retrieved from https://so04.tci-thaijo.org/index.php/swurd/article/view/166778
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