Social Emotional Formation, Motivation and Learning Achievement for Post Covid 19 Pandemic Students

Early adulthood shows social-emotional development (socioemotional) around the adaptive integration of emotional experiences into satisfying daily life and successful relationships with others†. The first 20 years of a person’s life can predict socio-emotional life in adulthood. Experiences in early adulthood are essential in determining the future life of an individual. The problems developed: do social emotions affect students’ motivation and learning achievement in the non-formal education study program after the Covid-19 pandemic? This study aims to determine the influence of social emotions on student motivation and learning achievement. The approach used is quantitative with a survey type. The data collection method in this study used a questionnaire for students of Class 2021 (A and B), as well as learning observations. The number of respondents was 55 people in classes A and B. The data analysis used was a simple regression test. The results of the study showed that social emotions had a significant effect on student motivation and learning achievement. It was proven that the formation of social emotions substantially increased student learning motivation and learning achievement. This means that the stronger the social emotions, the higher the learning motivation and achievement. The formation of social emotions is essential in adult life to spur motivation in achieving learning achievement, as well as in daily life to provide understanding, appreciation, and the ability to manage emotions and determine in achieving positive goals by feeling and showing empathy to others.