International Journal of Research and Innovation in Social Science (IJRISS) |Volume IV, Issue II, February 2020|ISSN 2454-6186 www.rsisinternational.org Page 197 Developing Social Emotional Model for Adolescent Students Coping with Learning Difficulty in Tanzania Public Secondary Schools Mwita Sospeter 1 , Dr. Theresia Shavega 2 , Dr. Cosmas Mnyanyi 3 1 A tutor ii, Agency for the Development of Educational Management (ADEM), (PhD student) at the Open University of Tanzania, P.O.BOX 71 Bagamoyo, Tanzania 2 Lecturer, Faculty of Education, the Open University of Tanzania, P.O.BOX 23409 Dar es Salaam, Tanzania 3 Lecturer, Faculty of Education, the Open University of Tanzania Abstract: - This collaboration action study developed social emotional model for adolescent coping with learning difficulty at secondary schools. Social emotions influence students coping with learning at school. This is true because students’ emotion determine their social interaction with peers during the learning process. Pro-social emotions are highly associated with adolescent developing interest in learning. A total of 203 adolescent aged 13 to 17 years in public secondary school, responded to questionnaires and focus group discussion. Student emotions and social emotions regulation strategies were reported by teachers through the interview and researchers observation during class hours and break time. About 83% students reported adolescent demonstrated variety of social emotions at school, including fighting in the class, kicking, joyful and excitement presented with the mean of 2.5, 4.0, 4.0 and 3.5 respectively. However, aggressive social emotions had negative correlation with students developing interest in learning while at school (r=.091, p=.49, t (-699), β=0.53). Unlike to positive emotions which revealed significant correlation with students coping with learning difficulty at school. Teachers used guidance and counseling as the strategy in fostering active engagement among adolescent students towards learning adjustment. Because, guidance and counselling brings comfort, mental wellbeing and social awareness among adolescent students hence influence coping with learning at school. It is argued that the future emotional being and healthier youth is achieved through the introduction of social clubs and counselling sessions in schools to adolescent students. Because are vulnerable to social emotion problem which may obstruct them from attaining their learning goals. Key words: Social Emotional Behaviour, Adolescent, coping, learning I. INTRODUCTION ocial emotional is not a new concept across the world. Several authors (Musoga, 2017, Rowe and Fitness, 2018, Spencer, Walsh, Liang, Mousseau, & Lund, 2018) have argued that social emotions had been a serious case to adolescent students during the learning process. It has been recognised for its complexity among adolescent (Larson & Brown, 2007, Rubin, 1998), due to the product of multiple levels of deterministic. Rowe and Fitness (2018) supplemented that adolescent student’s demonstrated anger, happy and sadness when at school for about 95%, 29% and 81% respectively. Students’ social emotional skills are affected by the nature of their family, early educational experiences and social interaction (National Research Council (NRC), 2001; Muldoon, McNamara, Divine, Trew & Dowds, 2010). There has been high linkage between poor adolescent social emotions regulation and poor academic achievement at school (Ballemor, 2015). Because emphasise have been placed on emotions distorting an individual cognition (Smith- Lovin, Lewis, & Haviland, 1995). Emotion may influence the activeness and attention or divert astray an individual in doing the assigned task. Because adolescent students who lack social and emotional competences frequently demonstrate indiscipline habits (Bates, 2012). These effects are in fact central because both social emotions and cognition are the human functioning. For example, about 40% to 60% adolescent students in United State engage in physical fight are at risk for not achieving future academic success (Karevold, 2008). Indeed adolescent Social Emotional Model (SEM) development deemed significant in emotions regulation for students’ adjustment in academic learning at school. However, the role and context for its development seems complex and arguable by scholars (MacIntyre & Vincze, 2017). Scholars argue that it is better to understand social emotional behaviours among adolescent in relation to the real-life cultural contexts in which young people experience the emotions (Elias, Parker, Kash, Weissberg, & O’brien, 2008, Zeidner, Mathews, Roberts & MacCann, 2003; Saarni et al, 2006). The first emotions that can be recognised in adolescent student include joy, anger, sadness and fear. Later, as children begin to develop a sense of self, more complex emotions like shyness, surprise, elation, embarrassment, shame, guilt, pride and empathy emerge to him or her (Austrial government, 2012, Pathak et al., 2011). Pekrun (2014) asserts that, these social emotions problem among students are the result of events outside the school which may be either positive or negative. Students who display negative emotions are weak academically and obvious portray poor academic learning when asked to demonstrate learning at schools (Katamei & Omwono, 2015). For example, S