@ARTICLE{Ahrari, author = {Badri Gargari, Rahim and Ahrari, Ghafour and Fathiazar, Eskandar and Mirnasab, Mirmahmoud and }, title = {The effect of social-emotional learning program on Saqqez’s fifth graders male students’ psychosocial competencies and school satisfaction}, volume = {11}, number = {3}, abstract ={Introduction: The aim of this study was to explore the effects of Social and Emotional Learning Program on elementary school kids’ five inter-related Psycho-Social Competencies suggested by CASEL and school satisfaction. Methods: Fifth grade elementary school kids at Saqqez were chosen by cluster sampling method, based on Quasi-Experimental design and whole school approach method, as control (n = 32) and experimental (n = 35) intact groups. The psycho-social competencies were delivered over 10 sessions (45 minutes) in the classroom. Social-Emotional Questionnaire (SEQ) and Huebner’s Multidimensional Life Satisfaction Survey (MLSS) were used as pre-posttest scales to probe the results. Results: Multivariate analysis of Covariance (MANCOVA) results showed significant differen ces in self-awareness and self-control between the control and experimental groups, but there were no significant differences in social awareness, social relationships, and responsible decision-making. Analysis of Covariance (ANCOVA) showed significant results between the groups in students’ school satisfaction. Conclusions: This study showed that students’ Psycho-social Competencies and School Satisfaction can be improved as a result of this intervention. Based on these findings and with regard to mental health, whole child development and the students’ well-being, counselors and educators should integrate these competencies with classroom activities at schools. }, URL = {http://edcbmj.ir/article-1-1335-en.html}, eprint = {http://edcbmj.ir/article-1-1335-en.pdf}, journal = {Bimonthly of Education Strategies in Medical Sciences}, doi = {10.29252/edcbmj.11.03.01}, year = {2018} }