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European Journal of Applied Sciences (EJAS) Vol. 12, Issue 6, December-2024
instilling essential values, competencies, and lifelong skills in students (Frey et al., 2019; Kress
et al., 2004). Students, especially in adolescence, are expected to grow and develop into
healthy citizens who understand themselves, work well with others, embrace diversity, make
responsible and ethical decisions, and face challenging situations in this ever-changing world
(Srivastava, 2015; Unicef, n.d.).
Various terms have been used to describe social and emotional processes in human
development and education, such as the more inclusive “soft skills'', “non-cognitive skills,” and
“21st century skills” (Bellanca & Brandt, 2010, as cited in Cefai et al., 2020). Social and
emotional learning (SEL) is another term that encompasses these concepts and is often
referred to by other names, such as character education and personality (Jones & Doolittle,
2017). According to Jones and Doolittle (2017), "each label draws from a slightly different
theoretical perspective and draws upon a different set of research, and each has its own
related fields and disciplines" (p.3). Among these terms, SEL has gained the most traction in
recent years, primarily for two reasons: (1) research demonstrates that SEL is a familiar and
preferred term among policymakers, practitioners, and parents, and (2) it emphasizes
learning and personal growth, aligning more closely with the educational mission of
promoting healthy development, and wellbeing (Jones & Doolittle, 2017). The Collaborative
for Academic, Social, and Emotional Learning (CASEL) (n.d), an important non-profit
organization in the SEL field in the United States, defines SEL as: the process through which
individuals acquire and apply the knowledge, attitudes, and skills needed to understand and
manage emotions, achieve positive goals, show empathy, maintain relationships, and make
responsible decisions. (Section 1)
Panorama Education (2018) simplifies this further by stating that SEL equips students with
“the critical skills and mindsets that enable success in school and in life” (para. 1).
SEL outcomes have been linked to academic readiness, success, and adjustment (Denham,
2015, as cited in Soliman et al., 2021). Factors within a student's environment can hinder SEL
development, negatively impacting their ability to manage academic expectations and life
challenges (Guba & Bocanegra, 2015, as cited in Soliman et al., 2021). A lack of SEL can result
in “maladaptive behaviors” such as bullying or school violence (Rivers & Brackett, 2011). In
Lebanon, almost 30% of adolescents participate in bullying (Halabi et al., 2018, as cited in
Baroud et al., 2020), and victims of bullying are at a higher risk for mental health problems
(Arseneault et al., 2010, as cited in Baroud et al., 2020). Mental health problems are
widespread among adolescents, with over 50% of Lebanese adolescents suffering from
anxiety, and 13% from depression (Government of Lebanon and the United Nations, 2022, as
cited in Devonald et al., 2022).
Adolescence is a critical phase in human development, where self-identity, social competence,
and emotional resilience evolve (Yeo et al., 2007). Middle school curriculums often complicate
the formation of meaningful peer relationships compared to elementary school (Hicks, 1997).
The rise in social, emotional, and behavioral issues among students (Fernández-Martín et al.,
2022), such as aggression and non-compliance (Stoiber, 2011), highlight the need for
collecting data on middle school students’ understanding and implementation of social- emotional competencies. This data enables school leaders to plan socioemotional and
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Issa, J. & Berberian, P. (2024). Assessing Middle School Students’ Understanding and Implementation of Social and Emotional Competencies: A
Study Conducted in Private Schools in Mount Lebanon. European Journal of Applied Sciences, Vol - 12(6). 29-73.
URL: http://dx.doi.org/10.14738/aivp.126.17835
behavioral improvements that stimulate protective factors, enhancing student productivity
and well-being.
Protective factors are attributes that reduce negative impacts and encourage resilience
(SAMHSA, 2019). Risk factors drain a student’s capacity to cope, leading to dysfunction, while
protective factors, like motivation, personality, family closeness, and community support, help
students overcome challenges (Mastern & Garmezy, 1985; Werner, 1986, 1989, as cited in
Hall-Lande et al., 2007, p.268). Henson et al. (2017) suggests that schools can encourage these
protective factors by investing in SEL. Social-emotional competencies function as protective
mechanisms, improving students’ ability to adapt to risk (Pianta, 1998). Without these skills,
students will struggle to navigate their social and academic environments (Olowe, 2018).
Statement of the Problem
The Lebanese "Ministry of Education and Higher Education's Directorate for Secondary
Education (MEHE-DGE) and the Centre for Educational Research and Development (CRDP)
support the integration of SEL in the national curriculum. However, the Lebanese curriculum
lacks structured SEL programs (Farshoukh, 2022). As students transition from elementary to
middle school, many experiences a decline in their motivation and an increase in behavioral
issues (Eccles et al., 2004, as cited in Neth et al., 2019). In September 2021, the UNICEF Youth- Focused Rapid Assessment (YFRA) showed that one in four Lebanese adolescents often felt
depressed (Unicef Lebanon, 2022) with many experiencing anxiety, conduct disorders, and
aggression (Reicher & Rossmann, 2008, as cited in Reicher & Matischek-Jauk, 2017).
International SEL programs are vital for preventing problematic behaviors, promoting mental
health (Reicher & Matischek-Jauk, 2017) and developing diverse student skills.Acknowledging
the importance of adolescence in developing SEL competencies, more research is needed to
explore how well middle school students in Lebanese private schools grasp SEL concepts.
This study aims to answer three questions: 1) To what extent do middle school students
possess SEL competencies in Lebanese private schools? 2 How do SEL competencies differ
between students from different socioeconomic backgrounds? and 3) Are there significant
gender differences in socio-emotional competencies?
Purpose of the Study
This study aims to assess middle school students’ understanding and implementation of SEL
competencies in private schools in El Metn, Lebanon, by answering the above three questions,
and mediating the gap in the existing literature. The findings will provide insight for the
Ministry of Education and Higher Education (MEHE) and school administrators to support
future SEL implementation.
LITERATURE REVIEW
As students transition to middle school, they face increased emotional complexity, peer
pressure, and academic pressure, making it a critical time for SEL development (National
Center on Safe Supportive Environments, n.d.). However, Lebanon’s outdated curriculum, last
updated in 1998, largely focuses on memorization and official examinations, leaving limited
room for SEL instruction (Ghabash, 2022). Students are extrinsically motivated because much
of their concern is focused on achieving excellent results in academic subjects to pass the
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Issa, J. & Berberian, P. (2024). Assessing Middle School Students’ Understanding and Implementation of Social and Emotional Competencies: A
Study Conducted in Private Schools in Mount Lebanon. European Journal of Applied Sciences, Vol - 12(6). 29-73.
URL: http://dx.doi.org/10.14738/aivp.126.17835
emotional skills compared to individuals from low SES. In contrast, low-SES children face
disadvantages that can hinder their cognitive and social-emotional growth (Dow, 2015).
Studies confirm that higher-SES families are equipped with rich recreational, educational, and
cultural resources (e.g., toys, books, tutorials) to provide enriching and stimulating
environments that develop children’s SEG, conversely, children from low-SES families are at a
higher risk of facing challenges such as diminished well-being and poor academic results
(Mohamed et al., 2018; Kennewell et al., 2022).
Several findings have shown that the emotional regulation self-efficiency level was higher in
students whose family income was advantageous (Seyedi-Andi, Bakouei, Adib Rad, Khafri, &
Salavati, 2019). Conversely, another finding discussed that low-SES students exhibited social
and emotional skills linked to being attuned to other’s needs, such as emotion recognition,
empathy, and cooperation, due to their exposure to challenging adverse contexts (Kraus et al.,
2010). As such, “lower-class individuals, living in more threatening environments, were more
empathically attuned to the emotions of others, responsive nonverbally to others’ emotions,
and interdependent than upper-class individuals” (Stellar et al., 2012, p.450). All these
findings can justify that although high-SES students may have higher self-efficacy compared to
those from low-SES, low-SES students are more attuned to suffering, and quicker to express
compassion than their more affluent counterparts.
Moreover, parents from different SESs tend to practice different parenting styles (Kalil & Ryan,
2020). Educators have claimed that low SES, along with poor parenting skills, affect the SEG of
an individual (Zondi, 2020). The differences in parenting style would significantly impact
children's social and emotional competencies (Bullinger et al., 2013). For instance, a study
conducted by Vijila (2013) aimed to find the relationship between parenting styles, such as
authoritative, authoritarian, and permissive, and adolescents' social competence. The study
found that the authoritative parenting style positively influences adolescents' social
competencies.
Within the Lebanese context, there is a rapidly growing socioeconomic crisis, leaving more
than 75% of the population in a state of poverty (Qiblawi, 2020, as cited in Youssef, 2020,
pp.1-2). Lebanon is witnessing severe inflation and unemployment, putting thousands of
people's basic living costs out of reach (OCHA, 2022) and threatening students' healthy SEG
and academic success. According to World Bank (2021), Lebanese students from poorer
backgrounds have significantly lower learning outcomes than their wealthier peers. Parents
with low socio-economic status are less likely to become engaged in their children’s schools,
and so are their children (Waanders et al., 2007), leading up to four years of difference in
learning outcomes (Work Bank Group, 2018, as cited in Lebanon Education Sector, 2021).
Moreover, various research supports the relationship between family SES and the home
environment (Li, Sun, & Dong, 2022). Low income or poverty is a potent cause of distress in
family atmosphere such as marital problems, less marital happiness, and greater instability
(Amato et al., 2009, as cited by Conger et al., 2010) such as divorce that has been on the rise in
Lebanon.
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This, in turn, influences the development of children, especially SEG that enables them to
socialize with their surrounding environments. In their study, Luo et al. (2016) indicated that
school and family interventions are vital for students from low SES backgrounds. When
assessing one's SEG, we must recognize the SES dimensions that significantly shape it while
creating and implementing interventions that close the gap between the SEG of high-SES
students and low-SES students.
Gender Differences in Possessing Social-Emotional Skills in Middle School Students
Research shows that gender plays a noteworthy role in shaping social-emotional skills during
adolescence, with boys exhibiting lower social-emotional competencies when compared to
girls (Lam et al., 2016). Through the course of this study, gender differences are discussed in
relation to the five major elements of SEL: self-awareness, social awareness, self-control,
relationship skills, and responsible decision-making (Ferna ndez-Martí n et al., 2022).
When discussing adolescence formation of self-awareness skills, Chen et al. (1998) asserts
that "during adolescence, individuals expand their self-awareness from proximal self- concerns about their bodies and immediate family relations to distal self-concerns about their
relationship with people and the wider world" (pp.730-731).A study found that mothers'
involvement with their adolescents in fostering social and emotional competence is a great
advantage (Chen et al., 1998; Mohamed & Toran, 2018), whether for male or female
adolescents. Additionally, research has shown a positive relationship between self-awareness
or self-efficacy and empathy. Empathy is a crucial component in self-awareness, for it is the
ability to understand someone else's feelings or emotions by putting oneself in the person's
shoes. In their study, Trentini et al. (2021) investigated gender differences in exhibiting
empathy during adolescence. Their findings affirmed that females have more difficulty
identifying feelings or differentiating between their and others' emotions, leading them to
experience personal distress and self-focused undesired responses when confronted with
others' suffering, compared to males (Trentini et al., 2021). Another research by Balakrishna
Acharya (2014) found that male adolescents showed higher intrapersonal awareness,
meaning they had a higher understanding of their own emotions. Compared to male
adolescents, female adolescents were abler to manage emotions in interpersonal relationships
(Balakrishna Acharya, 2014). In brief, research has shown that female adolescents possess a
subtle self-awareness advantage over male adolescents, as females are not only better in self- awareness but also in social awareness (Bibi & Saqlain, 2016; Ensari, 2017; Bacon et al., 2014,
as cited in Perveen et al., 2018). In a recent study aimed at investigating the socio-emotional
and socio-cultural perspectives of middle school students towards STEM learning in the U.S.,
the social awareness factor was significantly different for female and male students. For social
awareness in this specific study, male participants had a mean of 3.70, whereas female
participants had a mean of 4.04, and a statistically significant difference was found between
genders (Portela-Pino et al., 2021). Therefore, female adolescents are more likely to display
effective emotional self-awareness compared to male adolescents.
The third component of SEL is self-control, which is a complex and multifaceted construct that
reflects the ability to create, uphold and regulate purposeful behavior (Baumeister & Tierney,
2011, as cited in Fryt et al., 2019). Research has proven that most students with self-control
can manage much better than others in their paths in life, as they can achieve better results at
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Issa, J. & Berberian, P. (2024). Assessing Middle School Students’ Understanding and Implementation of Social and Emotional Competencies: A
Study Conducted in Private Schools in Mount Lebanon. European Journal of Applied Sciences, Vol - 12(6). 29-73.
URL: http://dx.doi.org/10.14738/aivp.126.17835
According to Frisby and Martin (2010) student-student rapport is strongly related to the
development of a positive classroom climate. Marzano, Waters, and McNulty (2005) found
that the overall climate of a school and the climate of individual classrooms can have a positive
or negative influence on a school’s effectiveness and ultimately student performance. When
tackling the social-emotional climate of a classroom, we can visualize the relationships
between and among students and teachers that are “supportive and caring interactions,
positive feelings, a shared sense of cohesion and respect, and teachers’ sensitivity to student
needs” (Hagelskamp, Brackett, Rivers, & Salovey, 2013, p. 2). Taking all these into
consideration, we conclude that perceptions of the middle school students concerning their
SEL program, and the restorative practices implemented at school, including the school
climate, will stand as an excellent opportunity for the educational stakeholders to pause,
reflect, and assess if any weaknesses in not effectively executing the SEL curriculum.
Another SEL curriculum is CharacterStrong which “focuses on community building and
interpersonal relationships between educators and students and among peers” (Cook, 2022,
p. 2). Cook (2022) has investigated the perception of senior English class students’
perceptions of the integrated CharacterStrong curriculum. The results found that:
Students felt a strong sense of community in the classroom, were able to realize
their emotional needs and develop friendships because of the CharacterStrong
units, but they still felt that they lacked the necessary skills to express their
emotions effectively or be respected by their peers. (Cook, 2022, p.10)
Emotional regulation becomes more sophisticated during adolescence, requiring different
teaching strategies to ensure adolescents can navigate and manage their interaction with
others (Guyer, Silk, & Nelson, 2016; Zeman, Cassano, Perry-Parrish, & Stegall, 2006).
"We know that emotions affect how and what we learn that caring relationships provide the
foundation for lasting learning, and that critical SEL skills and knowledge can be taught" (Zins
& Elias, 2007, p.3). Middle school students or adolescents will not turn down opportunities to
feel supported by their relationships and environments while celebrating their strengths
(National Center on Safe Supportive Environments, n.d.). Middle school students are aware
that the implementation of SEL programs decline as they do the transition from elementary to
middle school (Gulbrandson, 2019).
To this date, “Most of the SEL studies have taken place in U.S. schools” (Cristo va o, Candeias, &
Verdasca, 2017, p. 10). Today more than ever, education in the United States persists in
teaching academics and developing a “competent citizenry made up of independent and
critical thinkers who could work effectively with others and contribute to a democratic
society” (Greenberg et al., 2017, p. 16) through the implemented SEL programs.
Research findings show that interventions based on developing social-emotional learning
skills are an essential common point that should be emphasized in studies conducted to
increase academic achievement and happiness levels (Greenberg et al., 2017). Nevertheless,
more progress needs to be made toward identifying evidence-based programs for this age
group (Rosen et al., 2022), especially since the need for well-designed studies examining
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Issa, J. & Berberian, P. (2024). Assessing Middle School Students’ Understanding and Implementation of Social and Emotional Competencies: A
Study Conducted in Private Schools in Mount Lebanon. European Journal of Applied Sciences, Vol - 12(6). 29-73.
URL: http://dx.doi.org/10.14738/aivp.126.17835
Social
Awareness
Pearson Correlation .317** 1 .349** .310** .279**
Sig. (2-tailed) .000 .000 .000 .000
N 165 165 165 165 165
Self-Control Pearson Correlation .659** .349** 1 .343** .427**
Sig. (2-tailed) .000 .000 .000 .000
N 165 165 165 165 165
Relationship
Skills
Pearson Correlation .239** .310** .343** 1 .575**
Sig. (2-tailed) .002 .000 .000 .000
N 165 165 165 165 165
Responsible
Decision
Making
Pearson Correlation .289** .279** .427** .575** 1
Sig. (2-tailed) .000 .000 .000 .000
N 165 165 165 165 165
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
On the basis of correlation, a slight difference of 0.01 between the means of Responsible
Decision-Making (Mean = 3.70) and Social Awareness (Mean = 3.69) carries a positive
implication. The minor difference suggests that not only are relationship skills and social
awareness interrelated, but these two competencies are also closely linked with decision- making— although no significant difference was found in the correlation matrix. According to
Huynh (2018), social awareness and responsible decision-making are the basic elements of
SEL, as there is a close correlation between the two competencies. From a detailed analysis,
we can infer that the more middle school students possess strong relationship skills and social
awareness, the better they can understand and respect those around them, leading to more
ethical standards and socially responsible decisions. This interpretation perfectly aligns with
Huynh’s (2018) statement: “The clearer students are aware of other people [relationship
skills and social awareness competencies], the more responsible the decisions are
[responsible decision-making competency].” (p.7)
Self-awareness is another crucial SEL component, which takes us from the interpersonal to
the intrapersonal level. Holding an average mean of 3.49, ratings for the Self-Awareness
statements ranged from 2.89 to 4.01. Self-awareness enables adolescents to identify and
evaluate their emotions, feelings, thoughts, values, and actions (CASEL, 2013; Oberle et al.,
2016). Research has implied that self-awareness is a precondition for developing social
awareness (Trentini et al., 2021). However, among middle school students, self-awareness
ranked lower than social awareness, with a difference of 0.2 in mean scores. The statement “I
can easily describe my emotions” had the lowest mean (2.89), which contributed to the
overall lower average of self-awareness. Adolescents encounter diverse emotions as they
undergo significant changes in multiple areas—physiological, emotional, social, and
cognitive— during their transition from elementary to middle school (Burkitt et al., 2019).
Burkitt et al. (2019) cited Larson and Brown (2007) to describe adolescent emotional
development as a wave-like pattern of fluctuating emotions, often dominated by negative
expressions. Such negative emotions can lead to poor psychological outcomes, including
depression, anxiety, and suicidality (Burkitt et al., 2019). Understanding these mixed
emotions in oneself and others is crucial during adolescence (Burkitt et al., 2019).
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Issa, J. & Berberian, P. (2024). Assessing Middle School Students’ Understanding and Implementation of Social and Emotional Competencies: A
Study Conducted in Private Schools in Mount Lebanon. European Journal of Applied Sciences, Vol - 12(6). 29-73.
URL: http://dx.doi.org/10.14738/aivp.126.17835
behaviors, albeit not regularly. These statements are: “I concentrate easily on the schoolwork
I have to do” (Mean = 3.50); “I carefully plan my homework according to my goals” (Mean =
3.50); “If I commit to a school assignment, I do it because I know how to motivate myself”
(Mean = 3.55); “I am clear about my school goals” (Mean = 3.67); “I am able to work
effectively to achieve long-term school goals” (Mean = 3.68); “I am disciplined (i.e., I follow
certain routines to do my homework accurately)” (Mean = 3.74). Such results confirm that
middle school students prioritize their academic responsibilities and strive to complete
assignments to the best of their abilities. However, their impulsive behavior hinders their
ability to regulate emotions and reflexes, which affects their capacity to make good decisions
in the long run. This correlation will be further explored in the following section.
As evidenced, there are three significant strong correlations on the level of self-control: (1)
self-control and relationship skills (│r│= 0.343); (2) self-control and social awareness (│r│=
0.349); and (3) self-control and responsible decision-making (│r│= 0.427). Given the
importance of peer relationships in adolescent development, these findings suggest that
positive self-regulation in adolescents can enhance their social interactions. For instance,
Farleyand Kim-Spoon (2014) claims that adolescents who self-regulate behaviorally are more
socially competent since they are inclined to be more sensitive to others and engage in more
pro-social activities, eventually influencing their image in front of their peers and owning
their friendship and respect. Evidence shows that high-quality relationships with peers and
friends can promote adolescent self-regulation skills, but poor-quality relationships with
peers are associated with degradation in self-regulation skills (Farley & Kim-Spoon, 2014).
Tetering et al. (2020) proved that adolescents with poor self-control encounter more
difficulties concentrating at school, organizing homework, and developing stable and healthy
friendships. Taken together, self-regulation and social relationships in adolescence are
interrelated, meaning a caring peer environment will influence an adolescent’s emotional
regulation reserves and vice versa. Similarly, the ability to emotionally self-control could help
lessen conflict in relationships and thus maintain supportive relations with others.
Taking this into account, there is a strong correlation between self-control and social
awareness (│r│=0.349). Earlier, we also confirmed a correlation between social awareness
and relationship skills with (│r│= 0.310). Herein, Silvia and O’Brien (2004) assert that “self- awareness enables people to internalize standards of conduct, appraise whether or not they
are meeting them, and reflect upon their actions in light of broader principles” (p. 5). Hence,
we can conclude that self-control is inherently linked to social awareness. Per se, students
who can internalize positive standards of conduct (self-awareness) to interact empathetically
with others (social awareness) are better equipped to regulate their emotions, manage their
acts, and achieve their goals effectively (self-control).
The third and last correlation on the level of self-control competency in SEL is between self- control and responsible decision-making (│r│= 0.427). Hare et al. (2009) explain that optimal
decision-making requires self-control. In his book, Byrnes (2013) relates the decision-making
process within the framework of context, stating, “a context can be defined as a situation
involving actors [need to make a decision] at a certain time and place” (p.7). To Byrnes,
context plays a vital role because it includes the culture in which the decision maker should
consider their actions when making responsible decisions. This is where self-control becomes
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European Journal of Applied Sciences (EJAS) Vol. 12, Issue 6, December-2024
essential, as it allows individuals to regulate their emotions and thoughts, enabling them to
make well-considered decisions that align with their surrounding context.
All in all, middle school students in private schools in Lebanon possess and implement the five
competencies within the social-emotional spectrum at varying levels. Considering the data,
the variation pendulum in the middle school students’ attainment of social and emotional
competencies is ordered as follow: (1) Relationship Skills (Mean = 3.82); (2) Responsible
Decision-Making (Mean = 3.70); (3) Social Awareness (Mean = 3.69); (4) Self-Awareness
(Mean = 3.49); and (5) Self-Control (Mean = 3.33). It is evident that students demonstrated a
positive attitude in most of the statements related to social and emotional competencies since
most of the means were above 3.50 except for two SEL competencies, namely self-control
(3.33) and self-awareness (3.49). In other words, with weighted means between 2.50 and
3.49, the 165 participants attempt to implement self-control and self-awareness
competencies, however, not consistently at the desired levels. This suggests that, with
additional practice and support, their proficiency in these areas could be improved. As shown
respondents demonstrated a higher level of competency in relationship skills (3.82) than in
decision-making (3.70) and social awareness (3.69), with a slight difference of nearly ≈0.10
across these categorical variables. Thus, the results illustrate that middle school students
mainly implement three SEL competencies; yet not on a regular basis, which could be ordered
as follows: (1) Relationship Skills (3.82); (2) Decision-Making (3.70); and (3) Social
Awareness (3.69). Conversely, the respondents had a neutral attitude in most statements
related to the SEL Self-Awareness (3.49) and self-control competency (3.33) suggesting that
these areas require further attention and support to reach the standards observed in other
SEL competencies.
In short, the findings show that the respondents effectively employed relationship skills,
responsible decision-making, and social awareness. However, based on the range of values
and the aforementioned interpretations, middle school students need to utilize these skills
more regularly and ideally. Besides, there is a noticeable gap in the middle schools' utilization
of social-emotional self-awareness and self-control competencies. Since the mean average of
self-awareness and self-control fall into the 2.50 to 3.49 range, it is interpreted that middle
school students put effort into applying these skills. Nevertheless, their application needs to
reach the desired and expected level set by educational stakeholders. That said, to achieve the
desired levels of self-awareness and self-control in their daily life, intervention from
educational stakeholders is essential. To elaborate, parents and teachers must support and
guide the students in adequately utilizing these skills more frequently and adequately. Only
then will middle school students operate these skills in different contexts, especially when
facing challenges. Eventually, stakeholders should focus on helping middle school students
regulate and modify their responses to promote desirable behaviors, while minimizing
undesirable ones. In the long run, this approach will improve students’ academic achievement
and social outcomes, as indicated by the significant correlation among the five SEL variables
outlined in the correlation matrix table.
Such data or findings align with recent research (Templeton World Charity Foundation, 2022)
highlighting the absence of any intention within the Lebanese educational system to adopt a
systematic approach to help adolescents acquire essential competencies for healthy and
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Issa, J. & Berberian, P. (2024). Assessing Middle School Students’ Understanding and Implementation of Social and Emotional Competencies: A
Study Conducted in Private Schools in Mount Lebanon. European Journal of Applied Sciences, Vol - 12(6). 29-73.
URL: http://dx.doi.org/10.14738/aivp.126.17835
increasing the drive toward stimulation and reward, while the cognitive control systems lag,
resulting in poorer self-control (Jia et al., 2021).
In Lebanon, adolescent risk behaviors primarily include addiction to cigarettes, waterpipes,
alcohol, the internet (Nakhoul et al., 2020) as well as anti-social behavior (i.e. aggression, rule- breaking, and neglect,) (Mahfoud et al., 2011). "Studies on adolescents' own motivations for
engaging in risky behavior (i.e. cannabis use, alcohol use, and tobacco smoking) show that the
most frequently mentioned motives by adolescents were being cool/tough, enjoyment,
belonging, having fun and experimenting and coping" (Defoe et al., 2022, p.1). In addition, the
risk of suicide is also common during adolescence (Chahine et al., 2020). Even through there
is insufficient data on suicidality in the eastern Mediterranean region (Baroud et al., 2019),
still, a national study indicated that 16% of 5115 Lebanese students aged 13–15 considered
suicide (Mahfoud et al., 2011). In a more recent study, researchers have found a high
prevalence of suicidal thoughts (28.9%) among 1810 Lebanese adolescents attending private
schools across the Lebanese Mohafazat (Beirut, Mount Lebanon, North, South, and Bekaa)
(Chahine et al., 2020). Purdie et al. (2004) highlighted the importance of parent-adolescent
relationships in developing adolescent self-control. In agreement with Purdie et al. (2004),
Balocchini et al. (2013) stated that parents can aid their adolescents to overcome this
sensitive phase by listening, offering support, and guidance.
In their study, Nakhoul et al. (2020) found that a secure attachment style is significantly
associated with lower addiction to alcohol, cigarette, and water pipe. Within the Lebanese
context, research has shown that adolescents coming from middle SES exhibited higher
impulse control and ethical values due to their parents, who were excellent role models in
emotional control and following good manners (Urdan & Pajares, 2003).
The study’s conclusion aligns with the findings from applying the Tukey HSD test to assess
self-control across three SES levels: (1) High SES, (2) Middle SES, and (3) Low SES. As
depicted in Table 5, the increase in the participant’s family status leads to the increase in the
mean average of the participant’s acquisition of self-control competency.
Table 5: Tukey HSD: Average of Self-Control by Participant with Different SES
Classification made based on the participants’ responses to the indirect
(proxy) indicators of SES (size of house, number of cars, vacations, etc.)
Subset for alpha = 0.05
1
Participants coming from low SES 3.1162
Participants coming from middle SES 3.2439
Participants coming from high SES 3.5000
Sig. .535
The data in Table 5 reveals a positive trend between an adolescent's socioeconomic status
(SES) and self. Participants from low SES showed lower self-control (Mean= 3.1162)
compared to those from middle SES (Mean= 3.2439) and high SES (Mean = 3.5000). Raver
(2004) emphasized the role of economic context in shaping self-control, suggesting that both
risk and protective factors within and outside the family influence social and emotional
development (Raver, 2004). As mentioned, parents from different SESs tend to practice
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different parenting styles, which, in turn, affects adolescents' development of self-control and
other SEL competencies.
Self-awareness, which is closely related to self-control (O'donoghue & Rabin, 2001 showed a
significance of 0.055, which is slightly higher than >0.05; therefore, it is not significantly
interrelated to family income with n >0.05. However, self-control affects self-awareness, SES
indirectly influences self-awareness. The more adolescents understand themselves (self- awareness), the higher their self-esteem, which positively impacts other SEL competencies
within the interpersonal sphere (i.e., relationship skills, social awareness, and responsible
decision-making). This may be the reason we did not find any significant direct correlation
between family SES and the interpersonal SEL competencies of adolescents, namely,
responsible decision-making (Mean = 0.130), relationship skills (Mean = 0.419), and social
awareness (Mean = 0.723). At this stage of understanding, we can conclude that self-control
significantly correlates with family SES and sequentially influences one's self-awareness on
the intrapersonal level. On the interpersonal SEL level, self-control also influences one's
relationship skills, social awareness, and decision-making competencies.
It is important to note that the present evidence further justifies the results on the middle
school students' acquisition of the social-control competency at a lower rate than the other
competencies (Mean = 3.33). When reflecting on our sample in this study, it must be pointed
out that the participants mainly came from low SES (41. 2%) and middle SES (36.3 %), and
the rest of the participants came from high SES (22.4%).
Research indicates that Lebanon’s current economic crisis is severely impacting children's
well-being and development. Barranco (2022) noted that many parents are struggling to pay
tuition fees for their children, with many private school students relying on financial aid
programs (Barranco, 2022). However, Ray (2022) has claimed that private-sector schools
have increased educational inequality by failing to improve access for low-income
households. This suggests a need for private schools to actively create an environment that
supports the social-emotional development of adolescents from low SES backgrounds.
Social and Emotional Competencies: Differences Among Genders
To determine significant gender differences in socioemotional competencies among middle
school students, a t-test with ⍺ = 0.05 was used, comparing two sub-categories: female and
male. While gender differences often refer to biological distinctions between sexes (Shannon,
2019); however, this study focuses on variations in socioemotional competencies between
genders.
Following the results of the independent t-test displayed in Table 6, we can conclude that
there is a 2-tailed significance lower than >0.01 between the two variables, namely, self- awareness and self-control, meaning they differ in their average means across the genders.
Table 6: Independent Samples Test
t-test for Equality of Means
T Df Sig. (2-tailed)
Self-Awareness Female -3.803 163 .000
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3. Promote SEL awareness among schools, teachers, and parents through planning and
implementing free workshops, equipping them with the necessary skills to guide
adolescents in developing healthy connections, resolving conflicts, handling their
emotions, and making responsible decisions.
Private Educational Institutions in Lebanon
1. Encourage continuous professional development for educators, bolstering their ability
to implement effective SEL strategies.
2. Foster an environment that nurtures both academic and social-emotional growth,
adopting SEL measurements tools to assess progress.
3. Raise awareness among teachers, students, and parents about the importance of
social-emotional competencies, hence creating a holistic approach to private
education.
Educators in Lebanon
1. Teachers must strive to develop supportive and healthy relationships with their
students, boosting students' SEG, especially those who have difficulties with peers and
family. Teachers exhibiting supportive and caring interactions, positive feelings, a
shared sense of cohesion and respect, and sensitivity to their students’ needs will
positively impact students’ SEG.
2. Teachers must endorse social teaching practices such as delivering student-centered
discipline and controlling their language, besides practicing instructional teaching
practices such as delivering balanced instruction, enforcing self-assessment, and self- reflection (Yoder, 2014). Jointly the social and instructional teaching practices will help
all students attain mastery of academic standards and allow them to develop their SEL
skills further.
3. Teachers must intentionally work to close the social-emotional acquisition gap
between the two genders by targeting the flaws in their acquisition of socio-emotional
competencies.
Parents in Lebanon
1. Parents must ensure healthy relationships with their adolescents to avoid the dilution
of their social-emotional competencies, even if they are undergoing a challenging
phase such as divorce. The parent-adolescent relationship is fundamental to nurturing
the adolescents’ intrapersonal and interpersonal awareness. Steady and healthy
experiences with parents or family members help adolescents learn about ethical
relationships and explore emotions in predictable interactions.
2. Parents must be aware of respecting their adolescents’ decisions and not dilute their
autonomy skills as long as their decisions do not have any adverse effects.
3. Parents need to follow up with their adolescents’ performance at school by being
involved in their education and spending quality time with them.
Different stakeholders are active partners in supporting SEL by providing various services in
a safe and nurturing environment. In the end, education is a shared responsibility where each
person has a unique role to play in helping students fulfill their fullest potential academically,
emotionally, or socially.
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[74]. Kim, D., Lim, J. H., & An, J. (2022). The quality and effectiveness of Social-Emotional Learning (SEL)
intervention studies in Korea: A meta-analysis. PLOS ONE, 17(6), e0269996.
https://doi.org/10.1371/journal.pone.0269996
[75]. Kim, G. (2022). Yale College Education Studies Program Culturally Sustaining Social Emotional Learning
(SEL) Frameworks and Approaches. Retrieved from https://
educationstudies.yale.edu/sites/default/files/files/Grace_Kim_FinalCapstone.pdf
[76]. Kim, J. Y. (Joy), Kim, E., & Lee, I. (2021). Influence of self-esteem of middle school students for mental care
on academic achievement: Based on the mediation effect of GRIT and academic enthusiasm. International
Journal of Environmental Research and Public Health, 18(13), 7025.
https://doi.org/10.3390/ijerph18137025
[77]. Kim, Y., Richards, J. S., & Oldehinkel, A. J. (2022). Self-control, mental health problems, and family
functioning in adolescence and young adulthood: Between-person differences and within-person effects.
Journal of Youth and Adolescence, 51, 1181–1195. https://doi.org/10.1007/s10964-021-01564-3
[78]. Kiuru, N., Wang, M.-T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2019). Associations between
adolescents’ interpersonal relationships, school well-being, and academic achievement during educational
transitions. Journal of Youth and Adolescence, 49(5), 1057–1072. https://doi.org/10.1007/s10964-019-
01184-y
[79]. Kraus, M. W., Côté, S., & Keltner, D. (2010). Social class, contextualism, and empathic accuracy.
Psychological Science, 21(11), 1716–1723. https://doi.org/10.1177/0956797610387613
[80]. Kress, Jeffrey S., Norris, Jacqueline A., Schoenholz, Dena A., Elias, Maurice J., & Seigle, P. (2004). Bringing
together educational standards and social and emotional learning: Making the case for educators.
American Journal of Education, 111(1), 68–89. https://doi.org/10.1086/424720
[81]. Lam, L. T., & Wong, E. M. Y. (2016). Factors associated with the social competence and emotional well- being among young children in an Asian urban city. Early Child Development and Care, 188(3), 336–344.
https://doi.org/10.1080/03004430.2016. 1217850
[82]. Lebanon Education Sector. (2021, October 13). Lebanon: Education at a tipping point –Education sector
advocacy brief (October 2021) - Lebanon | ReliefWeb. Reliefweb. int.
https://reliefweb.int/report/lebanon/lebanon-education-tipping-point-education-sector-advocacy-brief- october-2021
[83]. Li, J.-B., Bi, S.-S., Willems, Y. E., & Finkenauer, C. (2020). The association between school discipline and self- control from preschoolers to high school students: A three-level meta-analysis. Review of Educational
Research, 91(1), 73–111. https://doi.org/10.3102/0034654320979160
[84]. Luo, Y., Wang, Z., Zhang, H., & Chen, A. (2016). The influence of family socio-economic status on learning
burnout in adolescents: Mediating and moderating effects. Journal of Child and Family Studies, 25(7),
2111–2119. https://doi.org/10.1007/s10826-016-0400-2. https://www.proquest.
com/docview/1796125772/D212D020CF454F0CPQ/9?accountid=190977
[85]. Mahfoud, Z. R., Afifi, R. A., Haddad, P. H., & DeJong, J. (2011). Prevalence and determinants of suicide
ideation among Lebanese adolescents: Results of the GSHS Lebanon 2005. Journal of Adolescence, 34(2),
379–384. https://doi.org/10.1016/j. adolescence.2010.03.009
[86]. Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., ... Yoder, N. (2020).
Systemic social and emotional learning: Promoting educational success for all preschool to high school
students. American Psychologist, 76(7). https://doi.org/10.1037/amp0000701
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2 or less 3 4 5 More than 6
Living in a(n):
Owned house
Rented house
Other; living in someone else’s house (i.e., relative, friends, etc.)
Living in a type of house:
with 5 or more bedrooms
with 3 to 4 bedrooms
with 1 to 2 bedrooms
Do your parents OWN a vehicle (car, truck, van, etc.) now?
Yes No
If yes, how many vehicles?
1 2 3 4 or more
During the last year, did you take an out-of-town vacation?
Yes No
If yes, how many times?
1 2 3 or more
Your father’s education level:
Doctoral degree (PhD., MD, etc.)
Master’s degree (or other graduate training)
Bachelor’s degree (BA, BBA, BSS)
2 Years of College (associate degree or equivalent)
Less than 2 Years of College
Completed High School and/or a technical/vocational program
High School Graduate
Didn’t Finish High School, but completed a technical/vocational program
Didn’t Finish High School
Your father’s occupation:
He is currently employed, please specify
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71
Issa, J. & Berberian, P. (2024). Assessing Middle School Students’ Understanding and Implementation of Social and Emotional Competencies: A
Study Conducted in Private Schools in Mount Lebanon. European Journal of Applied Sciences, Vol - 12(6). 29-73.
URL: http://dx.doi.org/10.14738/aivp.126.17835
He is currently unemployed.
Your mother’s education level:
Doctoral degree (PhD., MD, etc.)
Master’s degree (or other graduate training)
Bachelor’s degree (BA, BBA, BSS)
2 Years of College (associate degree or equivalent)
Less than 2 Years of College
Completed High School and/or a technical/vocational program
High School Graduate
Didn’t Finish High School, but completed a technical/vocational program
Didn’t Finish High School
Your Mother’s occupation:
She is currently employed, please specify
She is currently unemployed.
Thank you for completing this personal profile. Please respond to the attached survey as well.
Using a five-point Likert scale of 1 to 5, put a symbol of X in the appropriate box to rate the extent you
agree with each statement mentioned below:
A- Self-Awareness
Statement 1: Strongly
Disagree
2:
Disagree
3:
Neutral
4:
Agree
5: Strongly
Agree
1. I can easily describe my emotions.
2. I understand my moods and feelings.
3. I know how my emotions influence what I do.
4. I am confident that I can successfully complete
any school assignment.
5. I try my best when doing difficult homework or
schoolwork, as this is what allows me to
improve.
B- Social Awareness
Statement 1: Strongly
Disagree
2:
Disagree
3:
Neutral
4:
Agree
5: Strongly
Agree
1. I can easily recognize how another person is feeling
by their facial expressions, gestures, tone of voice, etc.
2. It is easy for me to understand why people feel the
way they do.
3. If someone close to me is sad or happy, upset, or
nervous, I have a pretty good idea why.
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C- Self-Control
Statement 1: Strongly
Disagree
2:
Disagree
3:
Neutral
4:
Agree
5: Strongly
Agree
1. I know how to stay calm when I am under
pressure.
2. Whatever happens to me, I can keep calm.
3. When I am angry with someone, I calm down
first and then tell him/her about it.
4. I am clear about my school goals.
5. I am able to work effectively to achieve long- term school goals.
6. I am disciplined (i.e., I follow certain routines
to do my homework accurately).
7. I concentrate easily on the schoolwork I have
to do.
8. I carefully plan my homework according to my
goals.
9. I resist any temptation or distraction while
doing my homework.
10. If I commit to a school assignment, I do it
because I know how to motivate myself.
4. I am respectful of anyone’s ideas, even if they are
different from mine.
5. I find it easy to defend my ideas without putting
anyone down.
D- Relationship Skills
Statement 1: Strongly
Disagree
2:
Disagree
3:
Neutral
4:
Agree
5: Strongly
Agree
1. I use appropriate verbal language when
conversing with friends, family, classmates, etc.
2. I am confident in my ability to work as part of a
team in class.
3. I treat all members of my team in class in the
same way, politely and respectfully.
4. I offer help and help others when they need it.
5. I get on well with my classmates.
E- Responsible Decision Making
Statement 1: Strongly
Disagree
2:
Disagree
3:
Neutral
4:
Agree
5: Strongly
Agree
1. When I have to make a decision or face a problem... I
think of all possible options or coping strategies
before I act or decide.
2. When I have to make a decision or face a problem . . .
I consider the advantages and disadvantages of each
option or strategy before acting or deciding.
3. When I have to make a decision or face a problem . . .
I check that my decisions or actions are having
positive results.
4. I care about the welfare of my environment or
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Issa, J. & Berberian, P. (2024). Assessing Middle School Students’ Understanding and Implementation of Social and Emotional Competencies: A
Study Conducted in Private Schools in Mount Lebanon. European Journal of Applied Sciences, Vol - 12(6). 29-73.
URL: http://dx.doi.org/10.14738/aivp.126.17835
community.
5. I help members of my environment or community.
F- Other
Statement 1: Strongly
Disagree
2:
Disagree
3:
Neutral
4:
Agree
5: Strongly
Agree
1. Teachers should give more importance to applying
activities related to developing mindfulness,
empathy, self-esteem, kindness, and more than
learning academics.
2. Teachers should encourage me to work hard to
develop skills to better cope with everyday
challenges and benefit academically and socially.
3. Teacher should emphasize SEL in schools to help me
develop the broad set of skills I need to succeed as a
student, worker, community helper, and citizen.