Social emotional learning: Tapping into Algerian middle school EFL students’ decision-making and goal-directed behaviour

Abstract

Developing students’ cognitive and social-emotional competencies is essential for fostering effective classroom engagement and lifelong learning. Yet, few studies have explored how structured socio-emotional learning programs influence decision-making and goal-directed behavior among English as a Foreign Language (EFL) learners. This study examined the effect of the Strong Kids Curriculum on enhancing cognitive competencies, particularly decision-making and goal-directed behavior, among middle school EFL students. A quasi-experimental design was employed involving 21 participants drawn from a larger group of 218 students. The study utilized the Strong Kids Knowledge Test, Social, Academic, and Emotional Behavior Risk Screener, Devereux Student Strengths Assessment, and the Strong Kids Implementation Fidelity Checklist. Findings revealed that participation in the Strong Kids Curriculum improved students’ decision-making abilities, while changes in goal-directed behavior were less evident. Additionally, students demonstrated notable progress in social-emotional knowledge, supported by consistent program implementation. The study highlights the potential of structured socio-emotional learning interventions in promoting students’ cognitive and emotional development, suggesting that integrating such programs into language education can strengthen learners’ adaptive problem-solving and academic resilience.

Keywords: Cognitive competence; decision-making; goal-directed behavior; socio-emotional learning; Strong Kids Curriculum