Social Emotional Learning and Self-Regulation: The Mediating Role of Critical Thinking
International Journal of Learning and Change
Short Title:
International Journal of Learning and Change
Format:
Journal Article
Publication Date:
2018/01/01/
Pages:
101 - 112
Sources ID:
90356
Notes:
Accession Number: EJ1176012; Acquisition Information: Inderscience Publishers. World Trade Centre Building II 29 route de Pre-Bois Case Postale 856 CH-1215, Geneva 15, Switzerland. Fax: +44-1234-240515; e-mail: editor@inderscience.com; Web site: http://www.inderscience.com; Language: English; Education Level: Higher Education; Reference Count: 72; Journal Code: SEP2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2018
Visibility:
Public (group default)
Abstract:
(Show)
The aim of the study was to analyse the mediating effects of the critical thinking in the relationship between student self-regulation and social emotional learning. Critical thinking disposition scale, self-regulation scale, and social emotional learning scale were conducted to 367 university students. The present study showed that critical thinking and self-regulation were positively related to social emotional learning. Regression-based mediation analysis indicated that the effect of self-regulation on the social emotional learning initiative was mediated by critical thinking. These findings suggested that the self-regulation has both direct and indirect effects on social emotional learning.