Research Psychologie, Orientation et Conseil

Developing Social-Emotional Learning (SEL) Competencies Through Cooperative Learning Strategies in the Classroom

2025-12-17T16:11:23+07:00

Social-Emotional Learning (SEL) has gained increasing attention as a critical component of holistic education that supports students’ academic success, well-being, and interpersonal competence. This study aims to examine the effectiveness of cooperative learning strategies in developing students’ SEL competencies within classroom settings. A quasi-experimental mixed-methods design was employed involving an experimental group exposed to structured cooperative learning activities and a control group receiving conventional instruction. Quantitative data were collected using standardized SEL questionnaires measuring self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, while qualitative data were obtained through classroom observations and reflective student responses. The findings reveal significant improvements in overall SEL competencies among students participating in cooperative learning, with the strongest gains observed in relationship skills and social awareness, followed by self-management and responsible decision-making. Observational data corroborate these results by demonstrating enhanced peer interaction, emotional regulation, and a more supportive classroom climate. The study concludes that cooperative learning provides authentic social contexts that enable students to practice and internalize SEL competencies through structured interaction and shared responsibility. The novelty of this research lies in its integrative perspective that positions cooperative learning not only as an academic instructional strategy but as a deliberate and sustainable approach to SEL development embedded in everyday classroom practice.

The Psychological Needs of Gifted Children: Addressing Asynchronous Development and Social-Emotional Challenges

2025-11-19T20:40:34+07:00

Gifted children often exhibit asynchronous development, where cognitive, emotional, and social growth occur at uneven rates, creating complex psychological needs that are frequently misunderstood in educational and familial contexts. This developmental asynchrony may result in social-emotional vulnerabilities such as heightened sensitivity, perfectionism, and difficulties in peer relationships. The study aims to explore the psychological needs of gifted children with a focus on addressing the impact of asynchronous development on their social-emotional well-being. A qualitative research design employing phenomenological analysis was utilized to examine the lived experiences of 25 gifted students aged 8–14, selected from specialized education programs. Data were collected through in-depth interviews, behavioral observations, and teacher reflections, followed by thematic coding. The results revealed three major themes: (1) emotional intensity as both a strength and source of distress, (2) social incongruence and peer isolation resulting from developmental disparities, and (3) the need for adaptive counseling and differentiated emotional support. The study concludes that educational and psychological interventions must be tailored to the unique developmental trajectories of gifted children, emphasizing emotional regulation, self-concept development, and social integration. Understanding asynchronous growth is essential for fostering balanced psychological and academic development among gifted learners.

The Role of Empathy in Reducing Prejudice: A Cross-Cultural Study in Diverse Elementary School Settings

2025-11-30T22:03:32+07:00

Prejudice is a pervasive issue in diverse societies, and addressing it at an early age can help reduce its long-term impact. This study explores the role of empathy in reducing prejudice among elementary school students in diverse cultural settings. The research aims to examine whether empathy training can effectively decrease prejudicial attitudes in students from different cultural backgrounds and whether such interventions are equally impactful across various cultural contexts. A mixed-methods design was employed, combining pre- and post-intervention surveys with in-depth interviews in a sample of 300 students from three culturally diverse elementary schools. The quantitative data, analyzed using paired t-tests and ANOVA, revealed a significant reduction in prejudicial attitudes among students who participated in empathy-building activities. The qualitative findings, derived from interviews with teachers and students, supported these results, suggesting that empathy training fostered greater understanding and respect for diversity. The study concludes that empathy plays a crucial role in reducing prejudice in young children and that culturally tailored empathy interventions are effective in diverse elementary school environments. This research emphasizes the importance of early interventions in promoting inclusivity and tolerance, offering practical insights for educators and policymakers in multicultural education.

The Psychological Impact of Social Media on the Self-Esteem and Body Image of Pre-Adolescent Students

2025-11-30T22:06:24+07:00

The increasing use of social media has raised concerns about its psychological impact on young adolescents, particularly concerning their self-esteem and body image. This study explores the effects of social media engagement on the self-esteem and body image perceptions of pre-adolescent students aged 10-12 years. The research aimed to assess how the frequency and nature of social media use contribute to body dissatisfaction and self-esteem levels among pre-adolescents. A mixed-method approach was employed, using surveys and in-depth interviews with 200 pre-adolescent students from four schools. The quantitative data were analyzed through descriptive statistics and correlation analysis, while qualitative data were thematically analyzed to gain deeper insights into personal experiences. The results indicated a significant negative correlation between social media usage and self-esteem, with increased exposure to idealized body images linked to higher levels of body dissatisfaction. Moreover, participants reported feeling pressure to conform to social media beauty standards, which impacted their body image perceptions. In conclusion, the findings highlight the importance of managing social media exposure for young adolescents to mitigate its potential negative effects on self-esteem and body image. Educational and parental interventions are essential to support pre-adolescents in developing healthier social media habits.