Student Proficiency Profiles through the Computing Professional Skills Assessment

Current reform in engineering education is part of a national trend emphasizing student learning as well as accountability in instruction. Assessing student performance to demonstrate accountability has become a necessity in academia. In newly adopted criterion proposed by the Accreditation Board for Engineering and Technology (ABET), undergraduates are expected to demonstrate proficiency in outcomes considered essential for graduating engineers. The case study was designed as a formative evaluation of freshman engineering students to assess the perceived effectiveness of performance skills in a design laboratory environment. The mixed methodology used both quantitative and qualitative approaches to assess students' performance skills and congruency among the respondents, based on individual, team, and faculty perceptions of team effectiveness in three ABET areas: Communications Skills. Design Skills, and Teamwork. The findings of the research were used to address future use of the assessment tool and process. The results of the study found statistically significant differences in perceptions of Teamwork Skills (p < .05). When groups composed of students and professors were compared, professors were less likely to perceive student's teaming skills as effective. The study indicated the need to: 1) improve non-technical performance skills, such as teamwork, among freshman engineering students; 2) incorporate feedback into the learning process; 3) strengthen the assessment process with a follow-up plan that specifically targets performance skill deficiencies, and 4) integrate the assessment instrument and practice with ongoing curriculum development. The findings generated by this study provides engineering departments engaged in assessment activity, opportunity to reflect, refine, and develop their programs as it continues. It also extends research on ABET competencies of engineering students in an under-investigated topic of factors correlated with team processes, behavior, and student learning.

– Lifelong learning might be one of the most important attributes for students pursuing a professional degree, e.g. medicine, law or engineering. From teaching and assessment point of view, it may be one of the most challenging attributes. In engineering programs, it is one of the required graduate attributes identified by the Canadian Engineering Accreditation Board (CEAB), the Accreditation Board for Engineering and Technology (ABET) in the USA and other accreditation bodies around the world. In this article we present a laboratory procedure to teach and assess lifelong learning in an engineering program. The concept of lifelong learning as defined by different accreditation bodies is discussed first and corresponding learning outcomes are developed using the revised Bloom’s taxonomy. Student activities required to achieve the outcomes are then devised. The links between pre-, in- and post-lab activities and the learning outcomes are established and the approach to run a laboratory course is designed. Finally, the assessment is planned using the so-called VALUE rubric by mapping the learning outcomes on the six dimensions of the rubric. The procedure is being implemented phase by phase in the laboratory component of a senior level course on process dynamics and control in the process engineering program at Memorial University of Newfoundland.

Emerging technologies often bring new opportunities to enhance productivity and safety in the oil and gas industry. New technologies and opportunities often come with the challenges of workforce development to provide entry-level and current professionals with the necessary training and skillset. This paper presents a vertical education enhancement (VEE) model approach to providing emerging skillset needs in the oil and gas industry with emphases on curriculum continuous improvement and lifelong learning. The top new and emerging technologies that are critical to the future of the oil and gas industry in enhancing productivity and safety include Internet of Things (IoT), artificial intelligence, big data analytics, cloud computing, and 3D modeling/visualization. As part of the solution to train the oil and gas industry workforce to meet the challenges of adopting these technologies, the VEE model features a vertical education structure that encompasses outreach to K-12 education, recruitment, tertiary education, professional training, and lifelong learning. It has an interwoven fundamental structure consisting of curriculum and mentorship, partnerships with stakeholders (industry, government, and community), and research and funding. The VEE model has periodic assessment continuous improvement processes for identifying emerging technologies and new skillset needed to improve the workforce. These processes are like those practiced by accreditation bodies such Accreditation Board for Engineering and Technology (ABET), United Kingdom Accreditation Services (UKAS), and Offshore Petroleum Industry Training Organization (OPITO). Diversity to increase the participation of underrepresented minority groups and women in engineering would further increase the workforce. The novelty that the VEE model approach brings is the effectiveness in providing skillset training in new and emerging technologies for the oil and gas industry at all levels of workforce development. These include content infusion in existing courses, special-topic and specialized courses at senior and graduate levels, and professional development education and training through lifelong learning platforms.

Introduction: This was descriptive research which aimed to study the learning outcomes based on the Thai Qualifications Frameworks for Higher Education (TQF: HEd)) after completing community health nursing practicum of 4th year students, the Faculty of Nursing, Naresuan University.Methods: The samples were 113 4th year nursing students. Data were collected using the evaluation form of opinions on learning outcomes in six areas, namely morals and ethics, knowledge, intellectual skills, interpersonal skills and responsibility, numerical analysis, communication and information technology skills and professional practice skills. Data were analyzed using frequency distribution, percentage, mean and standard deviation.Results: The research results showed that the mean score of the opinions of the 4th year students, Faculty of Nursing, Naresuan University, toward their learning outcomes based on the TQF: HEd was quite high in all six areas. The overall score was at a high level (X̄=4.36, S.D. =0.42). The area with the highest level was morals and ethics (X̄ = 4.50, S.D = 0.39), followed by professional practice skills (X̄ = 4.48, S.D. = 0.49), interpersonal skills and responsibility (X̄ = 4.43, S.D. = 0.53), numerical analysis, communication and information technology skills (X̄ = 4.31, S.D. = 0.55), intellectual skills (X̄= 4.31, S.D. = 0.52) and knowledge (X̄ = 4.11, S.D. = 0.55), respectively.Conclusion: The research results can be used as the guidelines for the development of learning outcomes and assessment in accordance with the TQF: HEd.

Within higher education, quality assurance is often realized through accreditation and the accompanying focus on the assessment of learning outcomes. Both of these processes require institutional resources which, if not well managed, can lead to duplicity, overlap, and burden rather than being aligned, sustainable, and effective as they should. This chapter outlines the quality assurance structures and processes established at Zayed University for the purposes of accreditation and assessment of learning outcomes. These mechanisms have provided an effective system that has enabled the institution to achieve Middle States Commission on Higher Education (MSCHE) accreditation and Accreditation Board for Engineering and Technology (ABET) accreditation for the College of Technological Innovation. With an ethos towards continuous improvement, it further proposes an improved model designed to accommodate assessment and accreditation needs simultaneously. The two main aspects of the model are (1) the establishment of an Office of Institutional and Educational Effectiveness to institute, organize, and coordinate all activities within the university that provides support for best practices for administration and teaching and learning and (2) the creation of a regularly updated database containing all of the relevant information that is required for various accreditation bodies.

In this paper, a continuous improvement process was developed and implemented in our engineering programs at College of Engineering, Qassim University, Saudi Arabia. The continuous improvement plan was based on an integrated set of strategies aimed at: establishing and implementing a structured process that translates educational objectives into measurable outcomes, and specifies feedback tracks for corrective actions. As a result of setting of direct and indirect measures, the programs can assess and evaluate the level of achievement of the program outcomes during the course of the educational process. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program. The documentation of the continuous improvement process, prepared by our engineering programs, describes two intersecting assessment loops; slow and fast. The slow loop refers to the process by which the program examines its program outcomes. The fast loop refers to the process by which we assess the degree to which our students and graduates achieve the educational program objectives developed in the slow loop. The stages of developing and implementing the objectives, outcomes and the assessment plan for the engineering programs are presented. Preliminary results from pilot implementations are also presented. Improvements are already evident in the areas of teaching effectiveness, assessment of student learning, and involvement of all the constituencies. Based on these procedures, the Accreditation Board for Engineering and Technology (ABET) visit to our engineering programs had achieved great success and all of the programs have fully accredited on August 2010 and the next visit to our engineering programs will be on 2016.

This research was the result of research entitled Learning Physics in senior high school by Using the Cooperative Model Type STAD (Study: at SMAN 1 Tapen Bondowoso). The purpose of this research was to know the effect of using STAD on students' motivation in learning physic and to know wheter or not there was an effect of using STAD on the result of students' learning outcome in learning physic at senior high school. The population of nthis research was the tenth grade students of SMAN 1 Tapen Bondowoso. The design of this research was quasi experimental research post test only control design. The data was collected through students' motivation and students' learning outcomes by using questionnaire, observation, interviews and documentation. Based on the statistical results, it was known that the meann score of students' nmotivation and learning outcome in experimental class was better than the students' in the control class. It can be concluded that there was an effect nof using cooperative learning model STAD on the students' motivation and learning outcome in learning physics at SMAN 1 Tapen Bondowoso. n Keywords : cooperatif type STAD model, students' motivation, student's learning outcome

Reviewed by: Frameworks for Assessing Learning and Development Outcomes Marilee J. Bresciani Frameworks for Assessing Learning and Development Outcomes Terrell L. Strayhorn (principal author); Don G. Creamer, Ted K. Miller, Jan Arminio (consulting eds.) Washington, DC: Council for the Advancement of Standards in Higher Education, 2006, 154 pages (CD included), $55.00 (softcover) Implementing credible, yet manageable assessment of student learning and development in student affairs/services as well as other administrative arms of higher education is a growing concern. Resources to aid busy administrators and faculty in embedding assessment of their work into their day-to-day routine are growing in number. As such, administrators have a variety of choices in the manner in which they evaluate the end results of all their activities, particularly as they relate to students' learning and development. The Council for the Advancement of Standards in Higher Education (CAS) offers Frameworks for Assessing Learning and Development Outcomes as a resource to aid administrators in their endeavor to implement outcomes-based assessment of student learning and development. Frameworks for Assessing Learning and Development Outcomes is intended to build on the work that the CAS began in 1979. CAS first published general standards and guidelines for a variety of functional areas within student affairs/services and student development in 1986. The CAS General Standards were [End Page 616] constructed to represent the minimum criteria that particular functional areas should be able to achieve over a period of time with proper institutional support and resources. In 2003, CAS added learning development outcomes to their General Standards, which were organized into sixteen domains of student learning and development. The intent was to provide an illustration of indicators or learning outcomes that would be relevant to a student interacting within each particular functional area. In 2006, CAS produced an additional resource, Frameworks for Assessing Learning and Development Outcomes. Frameworks offers assistance to student affairs/services practitioners by presenting a conceptual approach to evaluating student learning and development. The book builds on CAS' 2003 publication by presenting examples of learning and development assessment within its 16 learning and development domains that are intended to cut across functional areas. The 16 learning and development domains include: career choices, collaboration, effective communication, appreciating diversity, personal and educational goals, healthy behavior, independence, intellectual growth, leadership development, satisfying and productive lifestyles, meaningful interpersonal relationships, realistic self-appraisal, enhanced self-esteem, social responsibility, spiritual awareness, and clarified values. The two introductory chapters provide the conceptual framework for assessment, highlight the complexity of such an endeavor, and explain the organization of the book. Following these chapters, Frameworks provides examples for each learning and development domain. Each domain has its own chapter and each chapter has the same sections for which the meaning is explained in chapter 1. The sections for each domain "chapter" include an introduction; theoretical context; relevant variables and indicators; assessment examples; assessment, evaluation, and research tools; related websites; references; and conclusion. In the "Assessment Examples" section, Frameworks presents both qualitative and quantitative examples of assessment of student learning within each domain; a concept that was not illustrated with as much detail in their 2003 publication. In addition, Frameworks posits theoretical contexts for learning and development within each learning and development domain, as well as provides a list of instruments and websites for further consultation within each domain. To further aid the reader, Frameworks includes a CD of the book; once loaded onto your computer, it allows for easy point and click access to their recommended websites. I applaud the author and consulting editors for providing assessment resources that are easy to access by domain area. Such assistance can only aid administrators in their own approach to their assessment planning. The "Word of Caution" that is noted under each section of "Available Instruments" demonstrates great responsibility of the author and editors in not advocating a selection of an assessment instrument without first considering the intended outcome and method of delivery for that outcome. Various helpful instruments and resources, published in Schuh and Upcraft's (2001) Assessment Practices in Student Affairs: An Applications Manual, are organized by functional area and offered by type of assessment design. Frameworks adds to Schuh and Upcraft's (2001) rich...

The background of this research is that the motivation and learning outcomes of science learning outcomes are not yet optimal for the sixth-grade students of SD Muhammadiyah Karangwaru Yogyakarta. This happens due to the lack of teacher ability to use interactive learning media with the development of an increasingly advanced era in learning activities. This causes learning activities to become less active, forcing students to feel bored and bored when participating in learning activities in the classroom. Therefore, one of the efforts that can be used to increase students' motivation and learning outcomes is to use the Quizizz learning media. This study aims to 1) Determine the effect of using Quizizz learning media in science learning activities on student learning motivation and 2) Determine the influence of Quizizz learning media in science learning activities on student learning outcomes. This research is a quantitative type of research using an experimental research model. The technique of collecting data on students' learning motivation using a questionnaire/questionnaire and collecting data on student learning outcomes with the results of pretest and posttest tests. The population in this study were all students of class VI, consisting of classes VI A, VI B and VI C of SD Muhammadiyah Karangwaru, a total of 62 students, all of whom were used as samples. The data analysis technique used in this study was SPSS 26 For Windows with a t-test (Independent Sample T-test). The results of this study indicate that: 1) There is an influence on the use of Quizizz learning media in science learning activities for class VI SD on students' learning motivation. The percentage of the experimental class students' learning motivation showed higher results than the control class results. It can be seen that the average rate of students' learning motivation in the experimental class has increased from 72.66 to 78.53. 2) There is an influence on the use of Quizizz learning media in science learning activities for class VI SD on student learning outcomes (posttest). The percentage of experimental class students' learning outcomes increased from the pretest score, averaging 68.6 to 74.7 at the post-test.

Objectives: The learning environment has a profound role in students learning and success. It also has an integral role in the development of the curriculum. The aim of this study to evaluate the learning environment and compare dental students' perception of the learning environment of pre-clinical and clinical years. Materials and Methods: This cross-sectional study was conducted from October 2023 to April 2024. A total of 170 both male and female BDS students from all four years at the Bacha Khan College of Denistry were included in the study. A stratified random Sampling Method was used. Students migrated from other colleges in the middle of the sessions and students currently working as interns or house officers were excluded from the study. Dundee Ready Education Environment Measure (DREEM), a 50-item questionnaire that uses a 5-point Likert scale (4 = strongly agree to 0 = strongly disagree) was used to measure strength of agreement with statements on five domains of learning. Learning (L), Teaching (T), Academic self-perception (ASP), Atmosphere (A) and Social self-perception (SSP). Frequency distributions and descriptive statistics were tabulated in IBM SPSS (version 21). Mean scores for each dimension of learning were used for analysis. Comparative analysis was done using independent sample t test. Results: The DREEM questionnaire was completed by 147 students, 78 1st and 2nd year students (preclinical training phase) while 69 3rd and 4th year students. 34.6% of the participants were male and 66.6% were female. The mean age of the participants was 21.4 years (SD=1.72). Tukey's post hoc analysis within the participants revealed a significantly lower DREEM score of the Final year compared with the 1st year (p &lt; .003), and 3rd year (p&lt; 0.031). The items within each domain with the biggest signifi cant differences (p ≤ 0.05) was between Pre-Clinical Training Phase and Clinical training. Conclusion: This study examined the educational setting in our institution. The students of Bacha Khan College of Dentistry showed a predominantly satisfaction with their educational environment. The primary results indicated that students in the early stages of their studies, namely those in their pre-clinical years had positive opinions across all aspects of their learning environment. Overall, the findings from the study highlight the importance of understanding how students perceive their educational environment throughout diff erent stages of their dental training. By delving deeper into these differences and correlations, educators and administrators can make informed decisions to enhance the curriculum and ultimately improve the learning experience for students. This implies that a more tailored and effective approach to dental education could lead to better outcomes and preparedness for future dental professionals.

This research aims to find out the application of discovery learning models in increasing students' interest and learning outcomes in harmonic vibrational materials in MAN 4 Aceh Besar. The method in this study is quasi-experimentation with the design of a pretest-posttest control group. The instruments used are questionnaires and problems. The results showed that the average N-gain of student learning interest in the experimental class was 0.79 high category and control class 0.28 low category. The results of each experimental class indicator included a very positive category while the category control class was positive. Based on the results of the analysis of both classes, it can be concluded that the average interest in student learning in the experimental class is more increased than in the control class, especially on indicators of student engagement. The average N-gain result of student learning outcomes in the experimental class obtained a score of 0.61 moderate categories, then in the control class obtained a score of 0.35 medium category. Based on the test results, the average of the two classes obtained significance scores of 0.000 &lt; 0.05, meaning that there was a difference in the average learning outcome of students in experimental classes and control classes. This proves that the discovery learning model's application can improve students' learning outcomes higher than the discovery learning model in the control class. This study concludes that the application of discovery learning models can increase students' interest and learning outcomes in harmonic vibrational materials in MAN 4 Aceh Besar

This purpose of this study is to describe the effect of the Problem Based Learning (PBL) learning model on students learning interest in class XI buffer solution material at MAN 5 Kediri, to describe the effect of the Problem Based Learning (PBL) learning model on student learning outcomes in class XI buffer solution material at MAN 5 Kediri, and to describe the effect of the Problem Based Learning (PBL) learning model on student interest and learning outcomes in class XI buffer solution material at MAN 5 Kediri. The sample for this research was 33 students of class XI MIPA 1 and 35 students of XI MIPA 2 at MAN 5 Kediri. This research data collection technique uses a questionnaire method to obtain learning interest data and a test method to obtain learning outcome data. The data analysis technique used is statistical parameter data analysis using the Independent Sample T-Test and MANOVA test. The results of this research show that there is an effect of the Problem Based Learning (PBL) learning model on students learning interest in the buffer solution material for class XI at MAN 5 Kediri as evidenced by the average posttest interest in learning class XI MIPA 1 is greater than that of class XI MIPA 2, namely 139,82 ≥ 129,23 and the value of Sig. (2-tailed) experimental group, namely 0,000 ≤ 0,05, so that H0 is rejected and Ha is accepted, there is an effect of the Problem Based Learning (PBL) learning model on student learning outcomes in class XI buffer solution material at MAN 5 Kediri as evidenced by the average posttest learning outcomes for class XI MIPA 1 is higher than class XI MIPA 2, namely 81,21 ≥ 68,29 and the value of Sig. (2-tailed) experimental group that is 0,000 ≤ 0,05, so that H0 is rejected and Ha is accepted, there is an influence of the Problem Based Learning (PBL) learning model on student interest and learning outcomes in class XI buffer solution material at MAN 5 Kediri as evidenced by the significance value of interest and learning outcomes being 0,000. The significance value show 0,000 ≤ 0,05, so H0 is rejected and Ha is accepted.

The relationship between the dental caries and the physical constitution together with the incidence of absence to school, which might be connected with learning, was investigated by making use of individual records of both physical and dental states at the time of the periodical health examination in 1963 on 259 pupils, the second- to the 6th-year graded, of a certain elementary school at a central part of Tokyo City.As for the classification of caries proceeding grades, deciduous teeth and permanent teeth were separately divided into either the treatment teeth or the carious teeth. In particular, carious teeth among permanent teeth were subdivided into the dental caries of the first grade (C1), of the second grade (C2), of the third grade (C3) and of the fourth grade (C4). Concerning to each grade, the average number of carious teeth per person was calculated and checked in relation to the physical constitution such as the height, the weight and the girth of the chest and to the incidence of absence to school, obtaining the following results.1. In the height, as compared with those who showed higher values than the national average value, those who showed lower values had more carious teeth. In deciduous teeth, the number of carious teeth was larger equally in pupils of all the year grades, while in permanent teeth the number of carious teeth of C2 and C3 was larger in them except for the 5th year grade.2. In the weight, those pupils who showed lower values than the national value of average, as compared with those who showed higher values, had more carious teeth in deciduous teeth throughout the year grades. Meanwhile, in case of their permanent teeth, the number of treatment teeth were smaller in the 2nd, 4th and 6th year grades. However, the 6th-year graded pupils showed a little larger number of C2, C3 and C4 carious teeth.3. In the girth of the chest, those pupils who showed lower values than the national average value, when they were compared with those who showed higher values, had generally more carious teeth in deciduous teeth throughout the year grades. In permanent teeth they exhibited a small number of treatment teeth except for pupils of the 3rd year grade. At the same time, it may be said that C1 was rare except for the 5th-year graded pupils, while C2, C3 and C4 occurred in general frequently.4. As described above, it was observed that carious teeth appeared rather often in case of the poor physical constitution at the time of the examination, that means, in pupils showing a poor bodily development, suggesting the importance in the protection of deciduous teeth during the elementary school period.5. During one year before the physical examination, those pupils who were never absent to school showed, in comparison with those who made as many as more than 10 times of absence, more numerous carious teeth of deciduous teeth in the 2nd, 3rd and 4th year grades and C1, C2 and C3 of permanent teeth in the 5th and 6th year grades. Therefore, it is assumed that the absence to school may be connected with the caries of the deciduous tooth in pupils of the low and middle year grades and of the permanent tooth in those of the high year grade.6. Similarly, if the R.I.D. Index (1961) of pupils making no absence was compared with that of pupils showing many times of absence, the former exhibited lower values throughout the year grades. Consequently, those who showed high caries proceeding grades of both deciduous and permanent teeth, showed also frequent absence to school.

Purpose: To study the association between attendance and academic performance of MBBS students belonging to a private medical college in the subject of ophthalmology. Study Design: Cross sectional observational study. Place and Duration of Study: Akhter Saeed Medical and dental college of Lahore, from January 2021 to October 2021. Methods: A total of 152 students were included in study. The attendance record and test records of students in the subject of ophthalmology was retrieved. Both class test and ward tests included Short essay questions and multiple choice questions. Relationship between the attendance and test results was compared by using Pearson Correlation. Results: Among 152 students, 62.5%were females and 37.5% were males. The mean attendance in 3rd year was 55.73 ± 20.44 and in 4th year was 77.25 ± 19.03. During 3rd year MBBS, 80.92% students had attendance below 75% and in 4th year 32.24% had below 75%. Passed students had mean attendance of 56.82% in 3rd year and 78.74% in 4th year. Failed students had mean attendance of 49.27% in 3rd year and 40% in 4th year. Regarding ward test, students who passed their batch test in first attempt had mean attendance of 60.92% and 83.54% in 3rd year and 4th year respectively. Positive relationship between pass candidates in send up exams and ward tests was demonstrated by Pearson Correlation, showing significant results at 0.01. Conclusion: The academic performance of students is directly related with class attendance. The students with better class performance had better percentage of attendance and vice versa. Key Word: Medical students, attendance, academic performance.

This thesis is on motivating students in learning. It is anchored on a macro-theory of human motivation – the Self-Determination Theory (SDT). In recent years, mindfulness has been integrated into the SDT framework. This thesis attempts to extend extant research on the SDT and thus to contribute to theory-building by integrating the SDT and mindfulness in social-emotional learning. In Study 1, the researcher developed and validated an instrument for the measurement of mindfulness – attentional and attitudinal components, in children and adolescents. Participants for this study were 717 students, Mage = 12.25 years old, SD = .91, 48.12% females. Exploratory factor analysis conducted on the data collected suggested a four-factor solution to the instrument. Confirmatory factor analysis confirmed the four-factor solution which measured nuanced aspects of mindfulness. The four factors were labelled “attention and awareness”, “self-acceptance”, “curiosity”, and “openness to negative emotions”, with “attention and awareness” being the attentional component and “self-acceptance”, “curiosity”, and “openness to negative emotions” being the attitudinal components. In Study 2 (N = 958 students, Mage = 13.28 years old, SD = 1.06, 58.04% female), the researcher evaluated a hypothesised model in an attempt to explain the mechanisms through which mindfulness influences basic psychological needs satisfaction, motivational regulatory outcomes (autonomous and controlled regulations), emotional regulatory outcomes (self-control, stress-management, conditional goal-setting) and cognitive regulatory outcomes (use of organisational skills) in learning. Regression analyses showed that attention and awareness significantly predicted basic psychological needs satisfaction, autonomous regulation, self-control, stress-management and use of organisational skills in learning, but not controlled regulation and conditional goal-setting. The relationships between the attitudinal components of mindfulness and the social-emotional learning outcomes were complex. In general, the attitudinal components of mindfulness, in particular, self-acceptance and curiosity predicted the emotional and cognitive regulatory outcomes above and beyond the prediction made by attentional and awareness. Additionally, basic psychological needs satisfaction and autonomous regulation mediated the relationships between mindfulness (attention and attitudinal components) and the emotional and cognitive regulatory outcomes in learning. In Study 3 (N = 119 students, Mage = 13.03 years old, SD = 1.01, 55.46% female), using both quantitative and qualitative methods, the researcher evaluated the effects of a mindfulness-based intervention programme (.b programme) on students’ motivational, emotional and cognitive regulatory outcomes in learning. Mixed ANOVA analyses suggested that mindfulness practices hold potential for nurturing motivational, emotional and cognitive regulatory outcomes in learning. Qualitative data from the students provided more insight into the mechanisms on how mindfulness practices could promote more favourable motivational, emotional and cognitive regulatory outcomes in learning. The implications of the thesis are discussed in the context of social-emotional learning in Singapore school settings.