Sunday Onsite Presentation Session 1

Psychology and Education

Session Chair: Rui-Ting Huang

10:30-10:55

68838 | Diversity Experiences and Interdisciplinary: How Much Courses Diversity Affects the Communication and Collaborative Problem-Solving Ability?

Joying Chu, National Tsing Hua University, Taiwan

Ding-En Huang, National Tsing Hua University, Taiwan

This study investigates how course diversity, interactional diversity, and structural diversity are correlated with students’ cultivation in communications and collaborative problem-solving. The subject of this study is a university with a high level of interdisciplinary education in Taiwan. Empirical results are obtained by using a regression approach that adapts to the heterogeneity in the error term. On this basis, three research questions are examined in this study. First, what factors are related to student course diversity? Second, to what extent does course diversity affect students' communication skills and CPS? Third, would interactive diversity play a moderating role in the correlation between course diversity and students' communication and CPS skills?

The results of this study found that the attainment of course diversity can benefit students in cultivating their skills in communication and collaborative problem-solving, and that interactional diversity positively moderates this benefit. Our results support the faith that schools should construct their educational system which can facilitate students to seek a balance on courses on-department, off-department on-college, and offcollege, and participate in more extracurricular activities so that students can receive better cultivation in their communication and collaborative problem-solving abilities. Finally, based on the findings of this study, we propose interpretations and suggestions, and we expect the results to be indicative of pioneering empirical research on higher education institutions, which can be a reference for other domestic and Asian universities looking to advocate interdisciplinary learning education.

10:55-11:20

67453 | Exploring Evidence-based Practices in Social Emotional Learning Programs Through the Lens of Educators: A Global Perspective

Purwai Pravah, CHRIST University, India

Viju P.D., CHRIST University, India

Introduction: With the recent developments in the integration of Social Emotional Learning (SEL) programs across various school curriculums, there is an emergence of various topics of relevance and strategies applied by educators in the field of education and mental health to inculcate social and emotional skills in school children. Purpose: The present study was conducted to understand current SEL interventions, programs and curriculum used in school settings across various regions in India and outside. The study also aimed at gaining field based knowledge of the various frameworks and techniques developed and adapted under SEL. Method: A qualitative approach was used to analyse semi-structured, indepth interviews with 12 participants selected by means of purposive sampling. The participants were educators from leading organisations of India working in the area of SEL namely; The Teacher Foundation, Labhya Foundation among others. Thematic analysis was used to categorize and analyse data. Results: 5 themes and 10 sub-themes were identified: Educator’s experience (Personal and cultural factors, Challenges in teaching), SEL Curriculum (Session structure and techniques, Trainings on SEL, Adaptation of framework, India specific curriculum, Additional services), Government initiatives (Stakeholders), Assessment of SEL curriculum (Emerging tools) and Background of children (student engagement, student responses). Conclusion: Outcome and key implications of the study are related primarily to develop a deeper understanding of current SEL practices and also to highlight the evidence-based practices used by educators in enhancing SEL skills in school students.

11:20-11:45

68290 | Examine the Impact of Proactive Personality and Environmental Awareness on College Students’ Pro-environmental Behaviors

Rui-Ting Huang, National Chung Hsing University, Taiwan

Although there are many pro-environmental and green studies, relatively little effort has been made to investigate the connections between proactive personality, environmental awareness, and proenvironmental behaviors. 316 college students in Taiwan participated in this study, and the partial least squares structural equation modeling (PLS-SEM) analysis was performed to evaluate the connections between proactive personality, environmental awareness, and pro-environmental behaviors. The study findings have revealed that environmental awareness could be positively linked to conservation style, land stewardship, and social environmentalism, but not associated with environmental citizenship. Additionally, it has been found that proactive personality could be positively connected with environmental awareness, conservation style, land stewardship, environmental citizenship, and social environmentalism. The theoretical and practical suggestions are provided to enhance pro-environmental behaviors.