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Parent-School-Community Participation and Social Emotional Learning: A Strategy for Improving Well Being of Out-of-School Students in Calabar Metropolis

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  • Egim, Joyce Ekpo

    (Department of Educational Foundations, Faculty of Education University of Cross River State, P.M.B 1123)

  • Ewa, Moses Apie

    (Department of Educational Foundations, Faculty of Education University of Cross River State, P.M.B 1123)

Abstract

Across-sectional surveywas conducted to examine parent-school-community partnership and social-emotional learning programs as strategies for improving the well-being of out-of-school. The study was guided by self-determination theory and involved 172students. A structured questionnaire was used to facilitate data collection. Descriptive statistics and multicollinearity with variance inflation factor (VIF) were used to ascertain the accuracy of the data set. The hypotheses were tested with the use of correlational analysis. Findings revealed that parent-school-community partnership improves the well-being of out-of-school children in the Calabar Metropolis (Beta = 0.859, P

Suggested Citation

  • Egim, Joyce Ekpo & Ewa, Moses Apie, 2024. "Parent-School-Community Participation and Social Emotional Learning: A Strategy for Improving Well Being of Out-of-School Students in Calabar Metropolis," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 1109-1125, March.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:3s:p:1109-1125
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