Designing a Social-Emotional Learning (SEL)-Based Curriculum Model and Investigating Its Effect on Students’ Psychological Well-Being
Keywords:
Social-Emotional Learning, Curriculum, Psychological Well-Being, Students, Mental Health, Secondary EducationAbstract
The present study aimed to design a Social-Emotional Learning-based curriculum model and investigate its effectiveness on the psychological well-being of secondary school students in Tehran. The present study employed a mixed-method design consisting of qualitative and quantitative phases. In the qualitative phase, thematic analysis was used to design the components of the Social-Emotional Learning-based curriculum, and 15 experts in curriculum planning and educational psychology were selected through purposive sampling. Qualitative data were collected using semi-structured interviews and analyzed through open, axial, and selective coding. In the quantitative phase, a quasi-experimental pretest-posttest design with a control group was used. The statistical population consisted of secondary school students in Tehran, from whom 40 students were selected through convenience sampling and randomly assigned into experimental and control groups. The experimental group participated in ten 90-minute sessions of the SEL-based curriculum, while the control group received no intervention. Data were collected using Ryff’s Psychological Well-Being Scale and analyzed through multivariate analysis of covariance using SPSS-27 software. The results of multivariate analysis of covariance indicated that the SEL-based curriculum had a significant effect on students’ psychological well-being and all of its dimensions, including self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth (P<0.001). The obtained effect sizes demonstrated that the intervention explained a substantial proportion of variance in the dependent variables. Furthermore, Bonferroni post-hoc results revealed significant differences between the experimental and control groups in the posttest stage. The findings suggest that the Social-Emotional Learning-based curriculum can serve as an effective educational model for improving students’ mental health and psychological well-being. By enhancing emotional, social, and cognitive competencies, the program provides opportunities for balanced development, positive social interaction, and psychological adaptation among students and may contribute significantly to educational transformation.
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