Influence of Emotional Regulation and Resilience on the Social Competence of Elementary Learners
DOI:
https://doi.org/10.54536/jtel.v4i2.7675Keywords:
Descriptive-Correlational Design, Elementary Education, Elementary Learners, Emotional Regulation, Resilience, Social CompetenceAbstract
This study examined the relationship between emotional regulation and resilience in relation to the social competence of elementary learners at Manawe Elementary School in Loreto District, Agusan del Sur. Utilizing a descriptive-correlational research design, the study involved 113 Grade 4 to 6 pupils selected through universal sampling. Validated and adapted survey questionnaires were used to measure three key variables: emotional regulation as to cognitive reappraisal and expressive suppression, resilience as to personal competence and acceptance of self and life, and social competence as to cooperation, assertion, responsibility, empathy, self-control, and fairness. Data were analyzed using weighted mean, Pearson product-moment correlation, and multiple linear regression analysis. Results revealed that learners demonstrated a high level of emotional regulation, a high level of resilience, and a high level of social competence. Significant relationships were found between emotional regulation and social competence, as well as between resilience and social competence. However, regression analysis indicated that not all dimensions of emotional regulation and resilience significantly predicted social competence. The findings suggest that both emotional regulation and resilience play important roles in enhancing learners’ social competence, although certain dimensions exert stronger predictive influence than others. Therefore, educators are encouraged to integrate social-emotional learning strategies that promote emotional control and resilience to improve pupils’ social functioning and classroom interactions.
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