The Relationship Between Social-Emotional Learning Competence and Psychological Resilience among University Students

Abstract

This study aimed to investigate the relationship between Social-Emotional Learning (SEL) competence and psychological resilience among university students. A descriptive correlational research design was adopted. A random sample of 100 male and female university students was selected. Two questionnaires were administered: one measuring the dimensions of Social-Emotional Learning competence and another assessing psychological resilience. The collected data were analyzed using appropriate statistical techniques to test the study hypothesis.

The findings revealed a statistically significant positive correlation between Social-Emotional Learning competence and psychological resilience among university students. This result indicates that higher levels of SEL competence are associated with greater psychological resilience.

The study concludes that Social-Emotional Learning represents a crucial factor in enhancing students’ psychological and social adjustment, enabling them to cope effectively with academic pressures and improving their psychological well-being and academic functioning. These findings highlight the importance of integrating Social-Emotional Learning into higher education environments and strengthening its educational and counseling programs.