The effects of a social and emotional learning program integrated with moral education on the class participation of a student at risk for emotional and behavior disorders and the emotional intelligence of nondisabled students.

Written by Lim, Jin-hee
Department of Special Education
Graduate School of Woosuk University
Directed by Prof. Bang, Myong-Ye, Ph. D.

<Abstract>
The purpose of this study was to examine the effects of a social and emotional learning program integrated with moral education on the class participation of a student at risk for emotional and behavior disorders and the emotional intelligence of nondisabled students.
The research questions were as follows: Frist, does a social and emotional learning program have the effects on the class participation of a student at risk for emotional and behavior disorders? Second, dose a social and emotional learning program have effects on the emotional intelligence of nondisabled students?
The research design was one-group pretest-posttest design. The subjects were one student at risk for emotional and behavior disorders and 24 nondisabled students. The 24 nondisabled students evaluated the class participation of a student at risk for emotional and behavior disorders. The emotional intelligence of 24 nondisabled students was measured by a self-report instrument. The dependent samples t-test was implemented for analyzing the data.
The study results were as follows. First, there was a statistically significant difference between the pretest and the posttest on the class participation of a student at risk for emotional and behavior disorders. Second, there was a statistically significant difference between the pretest and the posttest on the emotional intelligence of nondisabled students.
In conclusion, a social and emotional learning program integrated with moral education has positive effects on the class participation of a student at risk for emotional and behavior disorders, and the emotional intelligence of nondisabled students.
Suggestions for the future studies were as follows. Teaching and evaluating strategies for a social and emotional learning programs should be developed. A social and emotional learning programs should be developed according to the student characteristics such as grade and types of disabilities.