DEVELOPING COGNITIVE AND EMOTION REGULATION COMPETENCIES IN LOWER SECONDARY SCHOOL STUDENTS FROM THE PERSPECTIVE OF DEVELOPMENTAL PSYCHOLOGY

Tóm tắt

This article highlights the pivotal role of developmental psychology in enhancing cognitive  competency and emotional regulation among secondary school students - two core competencies within the Social and Emotional Learning (SEL) framework. Based on theoretical analysis and a survey of 350 students in Thu Duc, the study reveals that students at this age often struggle with identifying, expressing and managing emotions, while emotional education in schools remains unsystematic and disconnected from age-specific psychological traits. Using competency-based and developmental approaches, the paper proposes several school-level management solutions to improve emotional education. These include integrating SEL into the formal curriculum, enhancing teacher capacity, strengthening the roles of school administrators and fostering collaboration with families and the community to create a holistic support system.