Social Emotional Model for Coping with Learning among Adolescent Secondary School Students in Tanzania: A Case Study of Hai District.

Sospeter, Mwita (2021) Social Emotional Model for Coping with Learning among Adolescent Secondary School Students in Tanzania: A Case Study of Hai District. Doctoral thesis, The Open University of Tanzania.

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Abstract

The purpose of this study was to develop social emotional learning model for coping with learning among adolescent secondary school students. The study adapted collaborative action and quasi- experimental research design in which a total of 244 adolescent secondary school students responded to questionnaires and participated in focus group discussions. Students’ emotions and social emotions strategies were reported by teachers through the interview and researchers observations during recess time. It was found that, about 83% of adolescent students’ demonstrated variety social emotions at school, including fighting in the class, kicking, joyful and excitement. However, aggressive social emotions had negative correlation between students coping with learning at secondary school, while positive emotions revealed positive significant correlation between students coping with learning at secondary schools. Positive significant correlation was revealed between guidance and counseling (β=.298, t(4, 239)= 4.93, p=.000) and student coping with learning. The model revealed r=0.351(35.1%) which significantly improved adolescent social emotional skills. The study recommends that policy makers should provide programmes and a framework for effective management of social emotions behaviours among adolescent students at schools. This study employed moderate sample size. Broader base schools could be used for analysis in order to determine the applicability of social emotional learning model over time. Keywords: Social Emotions, Coping, Attachment, Emotional competencies.

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