The Effectiveness of Online Education of Social-Emotional Learning Based on the CASEL Model on Self-Awareness, Self-Management, Social Awareness and Management

This study aimed to determine the promotion of social and emotional competency of elementary school students using the CASEL method.  The study used a quasi-experimental pretest-posttest design with a control group and follow-up assessment. The statistical population included all community-dwelling students in the second-level elementary schools of Qazvin in the 2020-2021 academic year. Sixty students were selected using convenience sampling and were randomly assigned to experimental and control groups. Measurement tools were the social and emotional competencies questionnaires for students and teachers (CASEL, 2012) and Achenbach's Child Behavior Checklist (1991). Members of the experimental group received twenty-eight 45-minute sessions of social and emotional competence training during the course of four months, and the control group did not receive any intervention. Subsequently, both groups completed the questionnaires at the post-test, and the experimental group answered the questionnaires for a third time after three months. Multivariate analysis of covariance was used to evaluate the program's effectiveness using the SPSS v22 and SmartPLS v2 software.  This study's findings showed a significant difference between the experimental and control groups during the experimental stages and the follow-up.  The results showed that teaching social and emotional competence using the CASEL method can improve students' self-awareness, self-management, social awareness, and social management skills.