Socio-emotional well-being of pupils in the comprehensive school setting

• S. Ušča ^[2] ; A. Vanaga ^[1] ; D. Iliško ^[1] ; J. Badjanova ^[1] ; S. Zariņa ^[1]
  1. [1] Daugavpils University

     Daugavpils University

     Letonia

     
  2. [2] Rēzekne Academy of Technologies
• Localización: EDULEARN20 Proceedings: 12th International Conference on Education and New Learning Technologies (July 6th-7th, 2020, Online) / coord. por Luis Gómez Chova, A. López Martínez, I. Candel Torres, 2020, ISBN 978-84-09-17979-4, págs. 5876-5881
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • The integration of a socio emotion competence in the curriculum of the primary school curriculum has been announced as a priority within the competence-based reform processes in Latvia. The issue has been neglected in all educational levels of education due to the overemphasis on the academic achievement and the result-oriented culture in Latvia. The competency-based education puts emphasis on a higher autonomy of a child in setting the aim of the lesson, by putting the emphasis on doing research-based activities autonomously, meaningful reflection and cooperation at all levels. The child is seen as a creative thinker and doing who learns how to live in a multicultural environment. This study presents a multi-level perspective on socio emotion wellbeing of the primary school pupils. Numerous studies point to positive correlations that exist between the socio-emotional wellbeing and academic achievements of pupils and positive perception of school and learning process. Current research on the situation in schools in Latvia report on rather high level of violence and mobbing among pupils. The research methodology used for the purpose of this study is a questionnaire for teachers aimed at a self-evaluation of the socio-emotional competence of the primary school children. To ensure a triangulation of data, the authors chose focus group interviews with the primary school teachers on the socio-emotional wellbeing of pupils