Role of Social-Emotional Learning (SEL) in Student Academic Outcomes of Jordanian Public Universities

Abstract

Objectives: Well-being-centered teaching approaches, including social-emotional learning, have recently gained a prominent global position due to their close association with developing the educational climate and their reflection on students’ academic outcomes. Accordingly, this research explores the role of social-emotional learning in students’ academic outcomes in Jordanian public universities. Methods: Data were collected using a comprehensive survey that included 10 Jordanian public universities. The study sample consisted of 541 students from different majors and degrees in those universities. The research followed an analytical approach based on structural equation modeling (SEM) to verify the validity and reliability of the measurement model, in addition to testing the hypotheses. Results: The research concluded that all dimensions of social-emotional learning positively affect students’ academic outcomes, especially self-management, which achieved the highest impact factor. Conclusions: The research provided a set of practical implications for educational policymakers in Jordan based on developing workshops and training courses that enhance the ability of faculty members to follow an approach focused on addressing behavioral and emotional aspects, in conjunction with developing students’ cognitive skills. This research contributes theoretical importance to developing frameworks for the development of educational development in developing countries. Moreover, it provides reliable empirical evidence for developing the global education system to achieve student well-being and improve the quality of education.