WHO DELIVERS IT AND HOW IT IS DELIVERED: EFFECTS OF SOCIAL-EMOTIONAL LEARNING INTERVENTIONS ON LEARNING ANXIETY AND DROPOUT INTENTION
DOI:
https://doi.org/10.32890/mjli2021.18.1.1Keywords:
Social-Emotional Learning, Teacher autonomy support, Learning anxietyAbstract
Purpose – Given the prevalence of mental health issues among young adolescents and its detrimental effects on academic functioning, Social-Emotional Learning (SEL) interventions are becoming extremely valuable. The current study aims to investigate the effectiveness of two types of SEL
interventions delivered by two different types of teachers to determine their effectiveness for SEL knowledge, learning anxiety, and intention to drop-out.
Methodology – This study employed a 2 x 2 factorial and between-subject quasi-experimental design, in which intervention type and teacher type were manipulated to produce four different versions of experiments. A total of 209 students (107 boys, 102 girls) from Grade 8 with a mean age of 14.3 years from Qinzhou City in Southwest China participated in the study.
Findings – Factorial and between-group MANOVA revealed that while psychology teacher was more effective in enhancing SEL knowledge and
reducing dropout intention, regular teacher was more effective in reducing learning anxiety. TASSEL intervention was more effective in enhancing SEL
knowledge while SEL regular intervention was more effective in reducing learning anxiety. Nevertheless, within-group analysis suggested TASSEL with psychology teacher was the best combination in reducing dropout intention while SEL with psychological teacher was the best combination in reducing learning anxiety. Significance – The results have significance for schools and mental health counselling services. The findings can guide the effective design of SEL
intervention and appropriate teachers to deliver it.
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References
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Cook, C., Frye, M., Slemrod, T., Lyon, A., Renshaw, T., & Zhang, Y. (2015). An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths' mental health. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 30(2), 166-83.
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Hằng, B., Kaur, A & Hamid, A. (2017). A Motivational Model on Intentions to Drop out of Vocational School - A Self Determination Theory perspective. Malaysian Journal of Learning and Instruction. 14(1), 1-21.
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Hjorth, C. F., Bilgrav, L., Frandsen, L. S., Overgaard, C., Torp-Pedersen, C., Nielsen, B., & Bøggild, H. (2016). Mental health and school dropout across educational levels and genders: a 4.8-year follow-up study. BMC public health, 16(1), 976.
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Kamarulzaman, W., & Jodi, K. H. M. (2018). A review of mental illness among adolescents in Malaysia. International Journal of Education, 3(20), 73-82.
Kauffman, J. M., & Landrum, T. J. (2009). Politics, civil rights, and disproportional identification of students with emotional and behavioral disorders. Exceptionality, 17(4), 177-188.
Kaur, A., Awang Hashim, R., & Noman, M. (2014). Teacher Autonomy Support: Does It Hinder Motivation Among Thai Students? Malaysian Journal of Learning and Instruction, 11, 171-189.
Kaur, A., & Noman, M (2015). Exploring Classroom Practices in Collectivist Cultures Through the Lens of Hofstede's Model. The Qualitative Report, 20(11), 1794-1811.
Kaur, A., Awang Hashim, R., & Noman, M. (2015). Teacher autonomy support intervention as a classroom practice in a Thai school-A self-determination theory perspective. Journal for Multicultural Education, 9 (1), 10-27.
Knoff, H. M. (1995). Best practices in facilitating school-based organizational change and strategic planning.
Li, F. (2017). Investigation on Mental Health Problems of Rural Junior Middle School Students in Remote Mountainous Areas and Research on Coping Mechanisms. Doctor's Degree Thesis of Jilin University.
Liu, D., Chen, X. P., & Yao, X. (2011). From autonomy to creativity: A multilevel investigation of the mediating role of harmonious passion. Journal of Applied Psychology, 96(2), 294.
Merrell, K. W., & Buchanan, R. (2006). Intervention selection in school-based practice: Using public health models to enhance systems capacity of schools. School Psychology Review, 35(2), 167-180.
Merrell, K. W., Carrizales, D. C., Feuerborn, L. C., Gueldner, B. A., & Tran, O. K. (2007). Strongkids--Grades 6-8: A social and emotional learning curriculum. Paul H Brookes Publishing.
Merrell, K. W. (2010). Linking prevention science and social and emotional learning: The Oregon Resiliency Project. Psychology in the Schools, 47(1), 55-70.
Merikangas, K. R., Nakamura, E. F., & Kessler, R. C. (2009). Epidemiology of mental disorders in children and adolescents. Dialogues in Clinical Neuroscience, 11, 7–20.
Merikangas, K. R., He, J. P., Brody, D., Fisher, P. W., Bourdon, K., Koretz, D. S. (2010). Prevalence and treatment of mental disorders among US children in the 2001–2004NHANES. Pediatrics, 125, 75–81. doi: 10.1542/peds.2008-2598
Merikangas, K. R., He, J., Burstein, M., Swendsen, J., Avenevoli, S., & Case, B., et al. (2011). Service utilization for lifetime mental disorders in US adolescents: Results of the National Comorbidity Survey Replication – adolescent supplement (NCS-A). Journal of the American Academy of Child and Adolescent Psychiatry, 50, 32–45. doi:10.1016/.jaac.2010.10.006
Ramani, S., Post, S. E., Könings, K., Mann, K., Katz, J. T., & van der Vleuten, C. (2017). “It's just not the cultureâ€: a qualitative study exploring residents' perceptions of the impact of institutional culture on feedback. Teaching and Learning in Medicine, 29(2), 153-161.
Ravens-Sieberer, U., Wille, N., Erhart, M., Bettge, S., Wittchen, H. U., Rothenberger, A., ... & Barkmann, C. (2008). Prevalence of mental health problems among children and adolescents in Germany: results of the BELLA study within the National Health Interview and Examination Survey. European child & adolescent psychiatry, 17(1), 22-33.
Reid, R., Gonzalez, J., Nordness, P., Trout, A., & Epstein, M. H. (2004). A meta-analysis of the academic status of students with emotional/ behavioral disturbance. The Journal of Special Education, 38, 130–143. doi:10.1177/00224669
Ak, L., & Sayil, M. (2006). Three Different Types of Elementary School Students' School Achievements, Perceived Social Support, School Attitudes and Behavior-Adjustment Problems. Educational Sciences: Theory & Practice, 6(2).
American Psychological Association. (2020). Anxiety. https://www.apa.org/topics/anxiety/#:~:text=Anxiety%20is%20an%20emotion%20characterized,certain%20situations%20out%20of%20worry
Barrios, B. A., & Hartmann, D. P. (1997). Fears and anxieties. In E. J. Mash & L. G. Terdal (Eds.), Assessment of childhood disorders (3rd ed., pp. 230–327). New York: Guilford Press.
Benner, G., Kutash, K., Nelson, J., & Fisher, M. (2013). Closing the achievement gap of youth with emotional and behavioral disorders through multi-tiered systems of support. Education and Treatment of Children, 36(3), 15-29.
Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A selfâ€determination theory perspective. Science education, 84(6), 740-756.
Carrizales-Engelmann, D., Feuerborn, L. L., Gueldner, B. A., & Tran, O. K. (2016). Merrell’s
Strong Kids—Grades 6-8: A social and emotional learning curriculum. Baltimore, MD: Paul H Brookes Publishing.
Cheon, S. H., Reeve, J., Lee, Y., & Lee, J. W. (2018). Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style. Teaching and Teacher Education, 69, 43-51.
Cook, C., Frye, M., Slemrod, T., Lyon, A., Renshaw, T., & Zhang, Y. (2015). An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths' mental health. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 30(2), 166-83.
Collaborative for Academic, Social, and Emotional Learning. (2000). Social and emotional learning program review. Retrieved on February 25,2002 from http:// www.casel.org.
Collaborative for Academic, Social, and Emotional Learning. (2017). Core SEL competencies
Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.): Pearson Education.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E.L., & Ryan, R. M. (2000). The “what†and “why†of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.
Denham, S. A., & Brown, C. (2010). Plays nice with others: Social–emotional learning and academic success. Early Education and Development, 21(5), 652-680.
Dowdy, E., Kamphaus, R. W., Twyford, J. M., & Dever, B. V. (2014). Culturally competent behavioral and emotional screening. In Handbook of school mental health (pp. 311-321). Springer, Boston, MA.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
Evans, D., Borriello, G. A., & Field, A. P. (2018). A review of the academic and psychological impact of the transition to secondary education. Frontiers in Psychology, 9, 1482.
Feuerborn, L. L. (2004). Promoting emotional resiliency through instruction: The effects of a classroom-based prevention program (Doctoral dissertation).
Faust, J. J. (2006). Preventing depression and anxiety: An evaluation of a social-emotional curriculum. (Unpublished education specialist’s thesis), University of Wisconsin, Whitewater, USA.
Gan, T., Bi, Z., & Ruan, K. (2007). A review and outlook of mental health measure tools used for middle school students. Chinese Journal of School Health, 28, 191-192.
Goleman, D. (2000). Leadership that gets results. Harvard business review, 78(2), 4-17.
Green, J. G., McLaughlin, K. A., AlegrıÅLa, M., Costello, E. J., Gruber, M. J., & Hoagwood, K., et al. (2013). School mental health resources and adolescent mental health service use. Journal of the American Academy of Child and Adolescent Psychiatry, 52(5), 501–510.Retrieved from https://doi.org/10.1016/j.jaac.2013.03.002
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49(3), 233–240.
Gutiérrez, M., & Tomás, J. M. (2019). The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement. Educational Psychology, 39(6), 729-748.
Hằng, B., Kaur, A & Hamid, A. (2017). A Motivational Model on Intentions to Drop out of Vocational School - A Self Determination Theory perspective. Malaysian Journal of Learning and Instruction. 14(1), 1-21.
Harlacher, J. E., & Merrell, K. W. (2010). Social and emotional learning as a universal level of student support: Evaluating the follow-up effect of Strongkids on social and emotional outcomes. Journal of Applied School Psychology, 26(3), 212-229.
Hetrick, M. R. (2018). Universal Implications for the Effects of Strongkids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis.
Hjorth, C. F., Bilgrav, L., Frandsen, L. S., Overgaard, C., Torp-Pedersen, C., Nielsen, B., & Bøggild, H. (2016). Mental health and school dropout across educational levels and genders: a 4.8-year follow-up study. BMC public health, 16(1), 976.
Isava, D. M. (2006). An investigation of the impact of a social-emotional learning curriculum on problem symptoms and knowledge gains among adolescents in a residential treatment center (Doctoral dissertation).
Kamarulzaman, W., & Jodi, K. H. M. (2018). A review of mental illness among adolescents in Malaysia. International Journal of Education, 3(20), 73-82.
Kauffman, J. M., & Landrum, T. J. (2009). Politics, civil rights, and disproportional identification of students with emotional and behavioral disorders. Exceptionality, 17(4), 177-188.
Kaur, A., Awang Hashim, R., & Noman, M. (2014). Teacher Autonomy Support: Does It Hinder Motivation Among Thai Students? Malaysian Journal of Learning and Instruction, 11, 171-189.
Kaur, A., & Noman, M (2015). Exploring Classroom Practices in Collectivist Cultures Through the Lens of Hofstede's Model. The Qualitative Report, 20(11), 1794-1811.
Kaur, A., Awang Hashim, R., & Noman, M. (2015). Teacher autonomy support intervention as a classroom practice in a Thai school-A self-determination theory perspective. Journal for Multicultural Education, 9 (1), 10-27.
Knoff, H. M. (1995). Best practices in facilitating school-based organizational change and strategic planning.
Li, F. (2017). Investigation on Mental Health Problems of Rural Junior Middle School Students in Remote Mountainous Areas and Research on Coping Mechanisms. Doctor's Degree Thesis of Jilin University.
Liu, D., Chen, X. P., & Yao, X. (2011). From autonomy to creativity: A multilevel investigation of the mediating role of harmonious passion. Journal of Applied Psychology, 96(2), 294.
Merrell, K. W., & Buchanan, R. (2006). Intervention selection in school-based practice: Using public health models to enhance systems capacity of schools. School Psychology Review, 35(2), 167-180.
Merrell, K. W., Carrizales, D. C., Feuerborn, L. C., Gueldner, B. A., & Tran, O. K. (2007). Strongkids--Grades 6-8: A social and emotional learning curriculum. Paul H Brookes Publishing.
Merrell, K. W. (2010). Linking prevention science and social and emotional learning: The Oregon Resiliency Project. Psychology in the Schools, 47(1), 55-70.
Merikangas, K. R., Nakamura, E. F., & Kessler, R. C. (2009). Epidemiology of mental disorders in children and adolescents. Dialogues in Clinical Neuroscience, 11, 7–20.
Merikangas, K. R., He, J. P., Brody, D., Fisher, P. W., Bourdon, K., Koretz, D. S. (2010). Prevalence and treatment of mental disorders among US children in the 2001–2004NHANES. Pediatrics, 125, 75–81. doi: 10.1542/peds.2008-2598
Merikangas, K. R., He, J., Burstein, M., Swendsen, J., Avenevoli, S., & Case, B., et al. (2011). Service utilization for lifetime mental disorders in US adolescents: Results of the National Comorbidity Survey Replication – adolescent supplement (NCS-A). Journal of the American Academy of Child and Adolescent Psychiatry, 50, 32–45. doi:10.1016/.jaac.2010.10.006
Ramani, S., Post, S. E., Könings, K., Mann, K., Katz, J. T., & van der Vleuten, C. (2017). “It's just not the cultureâ€: a qualitative study exploring residents' perceptions of the impact of institutional culture on feedback. Teaching and Learning in Medicine, 29(2), 153-161.
Ravens-Sieberer, U., Wille, N., Erhart, M., Bettge, S., Wittchen, H. U., Rothenberger, A., ... & Barkmann, C. (2008). Prevalence of mental health problems among children and adolescents in Germany: results of the BELLA study within the National Health Interview and Examination Survey. European child & adolescent psychiatry, 17(1), 22-33.
Reid, R., Gonzalez, J., Nordness, P., Trout, A., & Epstein, M. H. (2004). A meta-analysis of the academic status of students with emotional/ behavioral disturbance. The Journal of Special Education, 38, 130–143. doi:10.1177/00224669
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31-01-2021
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Deli, W., Kaur, A., & Awang Hashim, R. (2021). WHO DELIVERS IT AND HOW IT IS DELIVERED: EFFECTS OF SOCIAL-EMOTIONAL LEARNING INTERVENTIONS ON LEARNING ANXIETY AND DROPOUT INTENTION. Malaysian Journal of Learning and Instruction, 18(1), 1–27. https://doi.org/10.32890/mjli2021.18.1.1
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