Investigating the Impact of Socio - Emotional Competence on Self Regulated Learning among IX Standard Students

Abstract

This research study investigates the relationship between self-regulated learning (SRL) and socio-emotional competence (SEC) among IX standard students, with respect to medium of instruction, birth order, and science achievement. SRL refers to students’ ability to plan, monitor, and regulate their learning process, while SEC involves managing emotions, establishing positive relationships, and making responsible decisions. This research study explores whether these competencies differ based on students' birth order, the medium of instruction, and their academic performance in science. A sample of students from various schools was selected, and standardized tools were employed to assess SRL and SEC. The findings indicate significant differences in SRL and SEC with respect to medium of instruction and birth order, while science achievement exhibited a positive correlation with both. These findings have implications for developing curricula, emphasising the need for specialised methods to improve students' socioemotional and self-regulation in a variety of learning environments.