Implementation of the Social Decision-Making Skills Curriculum on primary students (Grades 1–3) in Lebanon

Project description

This study investigated the effect of the Social Decision-Making Skills Curriculum (SDSC) on the emotional intelligence and the prosocial behaviors of primary students in Grades 1–3, in a private school in Lebanon. Students were trained in social problem solving and social decision-making skills through the implementation of the SDSC. Participants were 80 students (29 students, experimental group; 51 controls). The SDSC was implemented in classrooms to students in the experimental group. A rating scale from this curriculum was used to determine the students’ profile in social decision-making and social problem-solving skills. Subjects’ ‘emotional intelligence’ was assessed using the Bar-On Emotional Inventory: Youth Version. Following nine weeks of training in the SDSC, ANCOVA results showed that there were significant differences in the emotional intelligence and prosocial skills of children in the
experimental group, as compared to those in the control group. Results are discussed and implications and future recommendations presented


First name Last name Gender Rank Affiliated Institution Country
Karma Hassan Female Associate Professor American University of Beirut Lebanon

Bio: Associate Professor of Educational Psychology Measurement and Evaluation at the American University of Beirut, Lebanon, and Director of the Office of Institutional Research & Assessment (OIRA) at the University. Has extensive experience in teaching, undergraduate and graduate courses, training, and research in area of expertise. Has conducted and supervised research in test development/adaptation, validation, and use. As Director of OIRA, engaged in institutional assessment, development of annual assessment plans, and preparations for accreditation, program, and peer review in higher education. Participated and presented in local, regional, and international conferences on modern assessment, assessment in higher education, criterion of quality, conditions for student success, quality of student life, and language policies. Has published in international and regional journals and books in areas of expertise. A member of local, regional, and international organizations involved with educational research, assessment, and quality, as well as the Basic Education Strategic Planning Committee, the National Task Force for Governance in Higher Education in Lebanon. and the R4R Research Project. As UNESCO Consultant since 2007, has prepared several country and regional reports and conducted assessment studies.

Zeina Mouganie Female American University of Beirut Lebanon

Bio: N/A



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