Master of Arts (Counselling & Guidance)

This dissertation reports on a study that explored the relationship between affectivity and efficacies of students in Singapore. A total of 123 students filled out a survey which comprised two affectivity scales and four creativity efficacy scales. Measures for affectivity were the Positive and Negative Affect Scale for Children (PANAS-C), the Multidimensional Students’ Life Satisfaction Scale (MSLSS). Measures for efficacies were the creativity self-efficacy scale in cognitive style, creativity self-efficacy scale in working style, intercultural efficacy, and civic efficacy. Individual differences for highly creative and less high creative participants of the study on affectivity and efficacy were investigated. Correlational and regression analyses were performed. Suggestions for future studies were presented.

Studies into primary to secondary school transition tend to focus on its impact on academic attainment and curricula demands than on the importance of social and emotional needs from the perspectives of the young boys and girls. Transition marks the end of childhood and herald the beginning of adolescence (Humphrey & Ainscow, 2006) for the adolescents. Coinciding with a convergence of biological, personal, social, familial, and cultural developments (Rutter, 1980), the transiting adolescents leave behind a familiar and indulgent environment and childhood friends to enter an emotionally challenging and academically demanding environment – unready socially and emotionally. Losing friends is another challenge since peer group membership plays a critical role in providing support, sense of belonging, reassurance, and security at this stage in their schooling (Pratt & George, 2005).

Research has shown that the adolescents needed help to develop appropriate social and emotional coping skills (Qualter, Whiteley, Hutchinson, & Pope, 2007) and that Social Emotional Learning (SEL) intervention programs have helped students to better manage their emotions and cognitive processes (Zins, J.E., Bloodworth, Weissberg, & Walberg, 2004).

This is the subject of my study which investigated and measured the effects of exposure to SEL in the initial weeks of the students’ entry into their new school, a critical period (Gillison, Standage, & Skevington, 2008). Results after participating in the 8-session researcher-developed intervention program, tentatively named, “You and Your Changing World – the SEL Way,” showed positive and meaningful effect on all four subscales of social, emotion, self-awareness and self-management. The almost full participants’ attendance and positive answers to semi-structured interview questions provided further evidence of success of the program in the introduction of SEL awareness and competencies.

A study was conducted to explore vocational students’ perceptions of learning gains in the Singapore context. A total of 243 students participated in the study. There were 172 females and 68 males. Their age ranged from17 to 24 years old. The students filled out a questionnaire containing measures of positivity, academic achievement, and perceptions of learning in the vocational context. The measures for positivity were the Positive Affect and Negative Affect Schedule, Satisfaction with Life scale, and Subjective Happiness Scale. The measure for perceptions of learning gains comprised 14 subscales such as creativity self-efficacy, motivation to learn, and gains from the course attended. The findings showed that positive affect, satisfaction with life and subjective happiness correlated significantly with perceptions of learning gains. Discussion included the strengths and limitations of the study, as well as how to enhance positivity and learning gains.