أثر الإرشاد القائم على نظرية التعلم الاجتماعي - الوجداني في تحسين الإدراك الاجتماعي والثقة الانفعالية لدى عينة من التلاميذ ذوي صعوبات التعلم الاجتماعية والانفعالية بالمرحلة الابتدائية : دراسة تنبؤية - تجريبية
The current study aimed to investigate the contribution of social-emotional learning skills to predicting both social perception and emotional confidence, in addition to verifying the effectiveness of a counseling program based on social-emotional learning theory and measuring its impact on improving both social perception and emotional confidence among a sample of primary school students. People with social and emotional learning disabilities. The main study sample consisted of (26) sixth-grade male and female students who suffer from social and emotional learning disabilities, in some primary schools in the city of Al-Tal Al-Kabeer, Ismailia Governorate. By applying the study tools, which were divided into: tests and measures to identify a sample of students with social and emotional learning disabilities; Experiment tools for measuring study variables; In addition to the counseling program based on socio-emotional learning theory. The study found the contribution of social-emotional learning (as an independent variable) in predicting both social perception and emotional confidence (as dependent variables) among primary school students with social and emotional learning disabilities. The results also indicated the effectiveness of the counseling program in improving both social perception and emotional confidence among the members of the experimental group, where the size of the impact of the counseling program was large, and the continuity of this positive effect, and this did not appear in their counterparts in the control group. (Published abstract)