Social-Emotional Competence as Predictor of Student Outcomes in Public Middle Schools of Sibi, Balochistan
DOI:
https://doi.org/10.62843/jrsr/2026.v.iii.225Keywords:
Social-Emotional Competence (SEC), Social-Emotional Learning (SEL), Students Outcomes, Public Middle Schools, Sibi, Balochistan, PakistanAbstract
Educators, leaders, and politicians consider “21st-century skills” with greater emphasis on social and emotional competence. There is a broad consensus that schools are responsible for the holistic development of the students by focus on academic as well as on Social and emotional competencies which are considered as a key driver of predicting various outcomes necessary to make them thrive in their academic and professional careers. The Current study revolved around a core purpose to find out the predictive relationship between the Social-Emotional competence and student outcomes including academic achievement, emotional well-being, and social behaviour among the public middle-school students in Sibi, Balochistan, Pakistan. The research design was quantitative, cross-sectional and descriptive-correlational. The CASEL framework was used for measuring social and emotional competence while academic achievement, emotional well-being and social behavior are measure through various questions extracted from literature which are suitable for the middle school students. Therefore, validity and reliability were carefully established through piloting by following criteria of consulting experts and statistical internal-consistency estimates. Descriptive and Inferential statistics were used for analysis. The SEC significantly predicted all three students’ outcomes academic achievement, social behavior and emotional well-being (β = .65, p < .001), (β = .62, p < .001) and (β = .58, p < .001) respectively indicating SE competence as primary, powerful engine for stated students’ outcomes in public middle schools. The recommendations were made accordingly.
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