Abstract

Socio-emotional skills is an umbrella term used to describe psychological constructs such as personality traits, motivation, or values closely related terms are “character strengths,” “non- cognitive skills,” “soft skills,” and “twenty-first-century skills”. The concept of Socio-Emotional Learning (SEL) emerged in the year 1994. CASEL recommends that SEL Programs should have as direct targets five key competencies and socio-emotional skills are centered on the five domains such as Self-awareness (intra-personal domain), Self-management (intra-personal domain),Social awareness (inter-personal domain), Relationship skills (inter-personal domain) and Responsible decision making (both intra and inter personal). The research is a survey study involving simple random technique for a sample of 350 secondary school students of standard nine of Udupi District. It consists of the research questions such as whether there is any difference between Socio-Emotional Skills of rural and urban Secondary School Students of Standard Nine of Udupi District and whether there is any difference between Socio-Emotional Skills of Boys and Girls of Standard Nine of Udupi District.

The findings of the study reveal that Socio Emotional Skills of Rural and Urban Secondary School Students of Standard Nine of Udupi District differ significantly and Socio Emotional Skills of Boys and Girls of Standard Nine of Udupi District differ significantly. The research paper determines that the development of socio-emotional competencies or skills contributes to better psychosocial adjustment of students, and improved attitudes, academic and behavioral results.

Keywords: socio-emotional skills, socio-emotional learning (sel), self-awareness, self-management, social awareness, relationship skills and responsible decision making