Self Regulated Learning and Socio Emotional Competence among IX Standard Students

Abstract

This research study explores the relationship between Self Regulated Learning (SRL) and socio-emotional competence (SEC) among IX standard students, with respect to gender, region, and type of school. Self-Regulated Learning, involves students' ability to plan, monitor, and assess their learning. Socio-emotional competence and it includes skills such as emotional regulation, social awareness, and relationship management, plays an essential role in students' overall development. The present study aims to analyze differences in self regulated learning and socio-emotional competence based on gender, region and type of school. Findings indicate significant variations in self regulated learning and socio-emotional competence across gender and type of school, with significant differences between urban and rural students. The results highlight the importance of educational interventions to enhance both self regulated learning and socio-emotional competence, promoting better academic outcomes and emotional well-being among students.