Social and Emotional Learning in the Apprentice Experience – A Mixed-methods Investigation

Conference: The Barcelona Conference on Education (BCE2022)
Title: Social and Emotional Learning in the Apprentice Experience – A Mixed-methods Investigation
Stream: Learning Experiences, Student Learning & Learner Diversity
Presentation Type: Oral Presentation
Joe Pagnoccolo, Holmesglen Institute, Australia
Santina Bertone, Central Queensland University, Australia


This study looked at apprentices in a public vocational training institute in Victoria, Australia, to better understand the function of social and emotional learning (SEL) in apprenticeships.
The Social-Emotional Competence Questionnaire (SECQ) (Zhou, Ee, 2012) was administered online to indentured apprentices using a cross-sectional survey design, followed by one-on-one in-depth semi-structured interviews. The online survey included 144 apprentices from a variety of trades (120 males, 21 females, and 3 who want not to be identified). A total of 31 apprentices were interviewed in-depth (24 males, 4 females: average age 30 years). The findings are based on the five components of SEL (Self-management (SM), Self-awareness (SA), Social awareness (SoA), Relationship Management (RM), and Responsible Decision Making) (RDM; CASEL, 2021a). Self-awareness was found to be important in the quantitative data. The findings support the use of SEL to help apprentices increase their skills and knowledge during their training. This study adds to the studies on the role of social and emotional development in the apprentice experience. It enables stakeholders to gain a better understanding of SEL in the apprentice experience and to develop training delivery methods. More research is needed to fully understand this issue in the apprentice experience because there is a scarcity of research on SEL competencies in apprentices.

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