Role of Social-Emotional Learning in Development of Cognitive and Behavioural Outcomes of Adolescents
| dc.contributor.advisor | Sharma, Seema | |
| dc.contributor.author | Panwar, Priyanka | |
| dc.date.accessioned | 2020-06-10T09:51:00Z | |
| dc.date.available | 2020-06-10T09:51:00Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | The present study explored the role of social-emotional learning in development of cognitive and behavioural outcomes of adolescents. The sample comprised of 500 adolescents in the age range of 13-14 years randomly selected from eight government schools of Ludhiana city. Equal stratification was done across both the gender (250 boys and 250 girls) and family structure (250 nuclear families and 250 joint families). A Self-structured Personal Information Sheet, Social Emotional Competence Questionnaire (Zhou & Ee 2012), Problem Solving Ability Test (Dubey 2005), Pro-social Tendencies Measures- Revised (Carlo et al 2003), Aggression Inventory (Sultania 2006), Scale of Family Stress, Scale of Social Stress and Scale of Institutional Stress (Bisht 2005) were used to collect the relevant data. The results revealed that adolescents living in joint families possessed more social-emotional learning competencies and encountered more institutional stress, whereas adolescent from nuclear families displayed more pro-social behaviour and aggression as well as experienced more family stress. Girls from joint families and overall girls possessed more social-emotional learning competencies, whereas boys from joint families and overall boys exhibited more prosocial behaviour. Irrespective of family structure, boys were better problem solver and more aggressive, while girls experienced more social and institutional stress. Social-emotional learning had positive correlation with academic achievement in adolescents, adolescents from joint families and girls. Furthermore, social-emotional learning projected positive correlation with pro-social behaviour in adolescents from nuclear families and boys. Social-emotional learning was negatively correlated with aggression, while positively correlated with institutional stress in adolescents, adolescents from joint families and boys. | en_US |
| dc.identifier.uri | http://krishikosh.egranth.ac.in/handle/1/5810147406 | |
| dc.keywords | Social-emotional learning, academics, pro-social behaviour, aggression, stress, family structure | en_US |
| dc.language.iso | en | en_US |
| dc.pages | 162 | en_US |
| dc.publisher | Punjab Agricultural University, Ludhiana | en_US |
| dc.research.problem | Role of Social-Emotional Learning in Development of Cognitive and Behavioural Outcomes of Adolescents | en_US |
| dc.sub | Human Development and Family Studies | |
| dc.theme | Role of Social-Emotional Learning in Development of Cognitive and Behavioural Outcomes of Adolescents | en_US |
| dc.these.type | Ph.D | en_US |
| dc.title | Role of Social-Emotional Learning in Development of Cognitive and Behavioural Outcomes of Adolescents | en_US |
| dc.type | Thesis | en_US |