Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 34 no. 10 (2025)

Affective Domain, Social-Emotional Learning, and Mathematics Achievement of Upper English Programme Thai Students

Michael Ogoy | Alice Comahig

Discipline: others in psychology

 

Abstract:

The affective domain and socio-emotional learning (SEL) competencies have been increasingly recognized for their significant impact on academic achievement, particularly in mathematics. Emotional engagement and socialemotional skills influence students' motivation, perseverance, and academic performance. This study explored the affective domain and SEL competencies that impact mathematics achievement among students in the Upper English Programme (UEP) at a secondary school in Nakhon Si Thammarat, Thailand, during the first semester of the 2024 academic year. A proportionate stratified random sampling method selected 123 students from Mathayomsuksa 4–6. Data was collected through validated and pilot-tested questionnaires assessing students' emotional engagement and SEL competencies. A predictive-correlational research design was employed, with Pearson correlation and multiple regression analysis used to analyze the relationships between the affective domain, SEL competencies, and mathematics performance. The results revealed significant positive correlations between students’ mathematics performance, their affective domain, and SEL competencies. Specifically, belief emerged as the strongest predictor, explaining 65.2% of the variance in mathematics performance. Students with high levels of emotional engagement and SEL competencies, particularly belief, showed improved academic outcomes in mathematics. These findings highlight the critical role of fostering positive emotional engagement and SEL skills to enhance mathematics achievement and overall well-being. The study underscores the integration of SEL competencies and emotional engagement into the curriculum, which can contribute to better educational outcomes.



References:

  1. Aguilar, C. & Bridges, C. (2024, May 31). A guide to the core SEL competencies [+ activities and strategies]. Panorama Education. https://www.panoramaed.com/blog/guide-to-core-sel-competencies 
  2. Attard, C., Ingram, N., Forgasz, H., Leder, G., & Grootenboer, P. (2016). Mathematics education and the affective domain. https://rb.gy/i32rgb  
  3. Barlett, C. P. (2019). Social psychology theory extensions. In Elsevier eBooks (pp. 37–47). https://doi.org/10.1016/b978-0-12-816653-6.00005-4
  4. Blomstervik, I. H., & Olsen, S. O. (2022). Progress on novelty in tourism: an integration of personality, attitudinal and emotional theoretical foundations. Tourism Management, 93, 104574. https://doi.org/10.1016/j.tourman.2022.104574
  5. Brouse, K. (2023, May 12). Understanding the affective domain of learning. Graduate Programs for Educators. https://www.graduateprogram.org/2021/05/understanding-the-affective-domain-of-learning /
  6. Brown, M. (n.d.). Problems with the Thai public education system by Mark Brown. https://www.ajarn.com/blogs/mark-brown/problems-with-the-thai-public-education-system
  7. Burgess, K. (2024a, May 16). Self-awareness (social-emotional learning). Landmark Outreach. https://www.landmarkoutreach.org/strategies/sel-self-awareness/
  8. Burgess, K. (2024b, May 16). Social awareness. Landmark Outreach. https://www.landmark outreach .org / strategies/social awareness-sell/   
  9. Carpendale, E., Green, M., Williams, K., Tzoumakis, S., Carr, V., & Laurens, K. (2023). Item response theory analysis of self-reported social-emotional learning competencies in an Australian population cohort aged 11 years. School psychology. https://doi.org/10.1037/ spq0000 533.
  10. Cassidy, J., D., J., J., & R. Shaver, P. (2014). Contributions of attachment theory and research: a framework for future research, translation, and policy. National Library of Medicine. https://doi.org/10.1017/S0954579413000692
  11. Cherry, K. C., MSEd. (2024, May 20). The James-Lange theory of emotion. Verywell Mind. https://rb.gy/ln10ok 
  12. Connors, M. H., & Halligan, P. W. (2015). A Cognitive account of belief: A tentative road map. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.01588
  13. Corcoran, R., Cheung, A., Kim, E., & Xie, C. (2017). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review. https://doi.org/10.1016/J.EDUREV.2017.12.001.
  14. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
  15. Elias, M., Powlo, E., Lorenzo, A., & Eichert, B. (2020). Adopting a trauma-informed approach to social-emotional learning., 96-116. https://doi.org/10.1093/med-psych/ 9780190918873.003.0006.
  16. Ganti, A. (2024, April 1). Rational choice theory: what it is in economics, with examples. Investopedia. https://www.investopedia.com/terms/r/rational-choice-theory.asp 
  17. Hannula, M., Evans, J., Philippou, G., & Zan, R. (2004). Affect in mathematics education - exploring theoretical frameworks. Eric Education. https://files.eric.ed.gov/fulltext/ ED489193.pdf
  18. Hoose, N. A. (n.d.). Theories of moral development | Adolescent Psychology. https://courses. lumen learning .com /adolescent/chapter/theories-moral-development/
  19. Jeerawattana, N., Chonchaiya, R., & Phaksunchai, M. (2020). A study on mathematical anxiety that affects mathematical reasoning ability on prior knowledge of triangles for learning geometric congruence Grade 8 students. The Future of Education. https://conference.pixel-online.net/files/foe/ed0011/FP/7521-MATH5252-FP-FOE11.pdf
  20. Jhangiani, R., & Tarry, H. (2022, January 26). 4.1 Exploring attitudes. Pressbooks. https://opentextbc.ca/socialpsychology/chapter/exploring-attitudes/
  21. Jutrakul, M. R., Reymann, L., & Ring, E. (2020). Value sustainability: developing affective learning in sustainability leadership program [MA Thesis, Blekinge Institute of Technology]. https://www.diva-portal.org/smash/get/diva2:1452034/FULLTEXT02
  22. Lim, S., & Chapman, E. (2015). Identifying affective domains that correlate and predict mathematics performance in high-performing students in Singapore. Educational Psychology, 35, 747–764. https://doi.org/10.1080/01443410.2013.860221.
  23. Maamin, M., Maat, S., & Iksan, Z. (2022). The influence of student engagement on mathematical achievement among secondary school students. Mathematics. https://doi.org/10.3390/math10010041.
  24. Main, P. (2022, January 20). Cognitive behavior theory. Structural Learning. https://shorturl.at/FVCEU 
  25. Main, P. (2023, April 25). Theory of mind. Structural learning. https://www.structural-learning.com/post/theory-of-mind
  26. Mcleod, S., Ph. D. (2023a, October 29). Schachter-singer two-factor theory of emotion. Simply Psychology. https://www.simplypsychology.org/schachter-singer-theory.html
  27. Moors, A. (2017). Appraisal theory of emotion. In Springer eBooks (pp. 1–9). https://doi.org/10.1007/978-3-319-28099-8_493-1
  28. Namkung, J., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: a meta-analysis. Review of Educational Research, 89, 459 - 496. https://doi.org/10.3102/0034654319843494.
  29. Núñez, R. P., Procopio, M. V. R., Fernández-Cézar, R., & Solano-Pinto, N. (2024). Affective domain and mathematics achievement of Colombian students under multiple correspondence analysis. Frontiers in Education, 8. https://doi.org/10.3389/ feduc.2023.1261829
  30. Pandey, B. D. (2018). A study of mathematical achievement of secondary school students. www.academia.edu. https://doi.org/10.21474/IJAR01/6165
  31. Pantziara, M., & Philippou, G. (2015). Students’ motivation in the mathematics classroom. Revealing causes and consequences. International Journal of Science and Mathematics Education, 13, 385-411. https://doi.org/10.1007/S10763-013-9502-0.
  32. Pekrun, R., Lichtenfeld, S., Marsh, H., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: longitudinal models of reciprocal effects. Child Development, 88 5, 1653-1670. https://doi.org/10.1111/cdev.12704.
  33. Raeburn, A. (2024, March 8). What is self-management? (7 skills to improve it) [2024] Asana. Asana. https://asana.com/resources/self-management
  34. Rodríguez, S., Regueiro, B., Piñeiro, I., Valle, A., Sánchez, B., Vieites, T., & Rodríguez-Llorente, C. (2020). Success in mathematics and academic wellbeing in primary-school students. Sustainability, 12, 3796. https://doi.org/10.3390/su12093796.
  35. Sever, I., & Ersoy, A. Ö. (2019). Development of Decision-Making Skills Scale for Primary School Students: Validity and Reliability study. Cukurova University Faculty of Education Journal, 48(1), 662–692. https://doi.org/10.14812/cufej.533443 
  36. Sukhu, A., Choi, H., Bujisic, M., & Bilgihan, A. (2019). Satisfaction and positive emotions: A comparison of the influence of hotel guests’ beliefs and attitudes on their satisfaction and emotions. International Journal of Hospitality Management. https://doi.org/10.1016/ J. IJHM.2018.06.013.
  37. Thien, L. M., Darmawan, I. G. N., & Ong, M. Y. (2015). Affective characteristics and mathematics performance in Indonesia, Malaysia, and Thailand: What can PISA 2012 data tell us? Large-scale Assessments in Education, 3(1). https://doi.org/ 10.1186/s40536-015-0013-z
  38. Vandergriendt, C. (2018, September 18). What is the Cannon-Bard theory of emotion? Healthline. https://www.healthline.com/health/cannon-bard
  39. Vankúš, P. (2021). Influence of game-based learning in mathematics education on students’ affective domain: a systematic review. Mathematics, 9, 986. https://doi.org/ 10.3390/MATH9090986.
  40. Vinney, C., PhD. (2024, February 2). The elaboration likelihood model of persuasion explained. Verywell Mind. https://www.verywellmind.com/the-elaboration-likelihood-model-of-persuasion-7724707
  41. Wang, Q. (2014). Rural students are being left behind in China. Nature. https://doi.org/ 10.1038/510445a

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic