Examining the relationship between social-emotional learning and research competency among undergraduate students

Alvin Ryan A Dizon (Batangas State University “The National Engineering University” JPLPC Malvar)
Florina Padilla-Santiago (Batangas State University “The National Engineering University” JPLPC Malvar)
Catherine G. Javier (Batangas State University “The National Engineering University” JPLPC Malvar)

International Journal of Evaluation and Research in Education (IJERE)
Vol 15, No 5: October 2026

The impact of social-emotional learning (SEL) integration on psychological research instructional material enhancement (PRIME) scores of undergraduate psychology students was investigated in this study. A quantitative non-experimental correlational design was used with 362 students who were sampled by the total population sampling technique. The five domains of research competency and SEL integration were measured using two researcher-developed instruments. The data were collected using a face-to-face survey technique and analyzed using descriptive statistics and Pearson correlation analysis. Results showed that both research competency and integration of SEL were high. Strong relationships were seen between the different domains of the SEL and research competency (r=0.734-0.891, p