Angel Faye F. Syjongtian
ABSTRACT
This study explored the relationship between social-emotional competencies and mental well-being of senior high school students. This research broadens existing literature and offers actionable insights for school administration and educators to enhance support systems. It employed descriptive quantitative particularly correlational research design, utilizing both quantitative methods and utilized standardized tests such as the Social-Emotional Competencies Questionnaire (SECQ) and The Warwick–Edinburgh Well–being Scale (WEMWBS). Participants, drawn from various academic and technical- vocational-livelihood (TVL) tracks. Under the Academic Track, students came from the following strands: Science, Technology, Engineering, and Mathematics (STEM); Humanities and Social Sciences (HUMSS); and Accountancy, Business, and Management (ABM). Meanwhile, students enrolled under the Technical-Vocational-Livelihood (TVL) track was taken as one group, regardless of their specific specialization at Tumauni Stand-Alone Senior High School, selected through random sampling. Data collection involved online surveys, while statistical tools such as mean, and Chi-square were used for analysis. Result indicates a significant correlation between social-emotional competencies and mental well-being.
Keywords: Social-emotional competencies, mental well-being, senior high school
https://doi.org/10.57180/jlam6789