Research Article
A Piloting Study of Developing Social-Emotional Competence for Vietnamese High School Students
Hong Hoang Nguyen 
,
Minh Khang Nguyen,
Quoc Khanh Nguyen
Nguyen HH, Nguyen MK, Nguyen QK. A piloting study of developing social-emotional competence for vietnamese high school students. European J Psychol E. 2024;7(1):45-53. doi: 10.12973/ejper.7.1.45
Nguyen, H. H., Nguyen, M. K., & Nguyen, Q. K. (2024). A piloting study of developing social-emotional competence for vietnamese high school students. European Journal of Psychology and Educational Research, 7(1), 45-53. https://doi.org/10.12973/ejper.7.1.45
Nguyen Hong Hoang, Minh Khang Nguyen, and Quoc Khanh Nguyen. "A Piloting Study of Developing Social-Emotional Competence for Vietnamese High School Students," European Journal of Psychology and Educational Research 7, no. 1 (2024): 45-53. https://doi.org/10.12973/ejper.7.1.45
Nguyen, HH Nguyen, MK & Nguyen, Q 2024, 'A piloting study of developing social-emotional competence for vietnamese high school students', European Journal of Psychology and Educational Research, vol. 7, no. 1, pp. 45-53. Nguyen, Hong Hoang et al. "A Piloting Study of Developing Social-Emotional Competence for Vietnamese High School Students." European Journal of Psychology and Educational Research, vol. 7, no. 1, 2024, pp. 45-53, https://doi.org/10.12973/ejper.7.1.45.
Abstract
The lives and learning experiences of high school students are increasingly intertwined with online activities. With the global trend of Education 4.0, equipping students with digital skills is essential, including the capacity for online social-emotional skills. Someone with social-emotional skills knows how to turn social media into a useful tool, providing opportunities for personal development. This study focuses on developing social-emotional competence for high school students in the context of the Education 4.0 trend. The project has developed a learning program consisting of 6 common social-emotional skill themes for both virtual and real environments and implemented a test on 34 students. Using experimental evaluation methods, classroom observation, and quantitative methods were employed to assess the effectiveness of the program. The results indicate a significant improvement in students' social-emotional competence, with an average score post-experiment of 3.7397. Our experimental model also achieved 63.6% of CASEL criteria for organizing social-emotional competence. Therefore, the study has strengthened the findings and achievements in the development of social-emotional competence training in the fields of educational psychology in Vietnam.
Keywords: Cyberspace, high school students, social-emotional competence, social networks, social-emotional skills.
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