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Google Scholar citation report
Citations : 2789

ASEAN Journal of Psychiatry received 2789 citations as per google scholar report

ASEAN Journal of Psychiatry peer review process verified at publons
IMPACT FACTOR:
Journal Name ASEAN Journal of Psychiatry (MyCite Report)  
Total Publications 32
Total Citations 16
Total Non-self Citations 12
Yearly Impact Factor 0.053
5-Year Impact Factor 0.104
Immediacy Index 0.000
Cited Half-life 2.7
H-index 3
Quartile
Social Sciences Medical & Health Sciences
Q3 Q2

Abstract

THE PERCEPTION OF IMPLEMENTING SOCIAL-EMOTIONAL LEARNING IN SOFT SKILLS AMONG VIETNAMESE HIGH SCHOOL STUDENTS

Author(s): Vinh-Long Tran-Chi*, Son Van Huynh, Huan Thanh Nguyen, Thien-Vu Giang and Huyen- Trang Luu-Thi

Although the need for social and emotional development has existed for decades, implementing Social-Emotional Learning (SEL) in schools continues to get considerable attention as newer generations enter the educational system. The demand for development is presently increasing daily. No one challenges the significance of social-emotional learning and the influence of organizations on adolescent development today. Social-emotional learning matches accurately with the priorities in modern schools. In Vietnam, quantitative research was conducted on 350 high school students. This research aimed to determine how students evaluate the implementation of the Social-emotional learning model in soft skills education. The results revealed students’ interest in implementing the social-emotional learning model into soft skills education. In addition, the results indicated the obstacles to implementing the social-emotional learning model in soft skills education. This study’s findings suggested that school leaders and background educators should implement the social-emotional learning model and support, monitor, and evaluate program efficacy to ensure program objectives are reached and students acquire social and emotional abilities. In addition, the study suggested that specific strategies are necessary to limit the factors that prevent the implementation of the social-emotional learning model in high schools.


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