Evaluating the Impact of Social Emotional Learning on Rohingya Students’ Academic Performance (CGPA): Evidence from Bangladesh, Asian University for Women

Abstract

This study investigates the influence of Social-Emotional Learning (SEL) on the academic performance, specifically Cumulative Grade Point Average (CGPA), of General Studies (GS) students at the Asian University for Women (AUW). The research aims to explore the correlation between SEL competencies and students' academic achievements, shedding light on the potential role of emotional intelligence, self-awareness, interpersonal skills, and resilience in shaping academic success. A mixed-methods approach will be employed, combining quantitative analysis of academic records and qualitative insights gathered through interviews and surveys. The study will assess the SEL proficiency of GS students at AUW and analyze its connection with CGPA, considering factors such as self-regulation, social awareness, and responsible decision-making. Findings from this research are expected to contribute valuable insights into the significance of SEL in the academic context, particularly for GS students at AUW. Understanding the relationship between emotional well-being and academic performance can inform educational practices, curriculum development, and support systems, fostering a holistic approach to student development within the unique cultural and academic environment of the Asian University for Women.