A STUDY OF SOCIAL AND EMOTIONAL DOMAINS AMONG BORDER PATROL POLICE SCHOOL STUDENTS

Abstract

This study aimed to investigate the social and emotional domains of students at Border Patrol Police Schools. The research adopted an exploratory approach, employing exploratory factor analysis and confirmatory factor analysis to examine the structure of emotional and social dimensions among students in grades 4 - 6 (n = 100). Additionally, indepth interviews representatives. Research instruments included a measurement scale for social and emotional domains and a semi-structured interview guide for relevant stakeholders. Data collection was carried out by distributing the measurement scale to students during guidance activities, with data gathered over a two-week period prior to conducting in-depth interviews with the sample groups. Data analysis utilized descriptive statistics, including mean and standard deviation, alongside reliability assessment using cronbach’s alpha coefficient. Factor analysis was performed using bartlett’s test of sphericity and sampling adequacy, followed by principal component analysis. The findings revealed that the cognitive standard domains consisted of five components: belief in utilizing one’s full potential to achieve high-quality outcomes, confidence in one’s ability to succeed, positive attitudes toward work and learning, belief in self-development, and psychological, social, and physical balance, as well as feelings of self-acceptance, respect, and support for oneself and others. These components collectively explained 62.46% of the cumulative variance. The behavioral standard domains included self-management skills, social skills, and learning strategies. This study aligns with the CASEL social and emotional learning framework, which emphasizes the development of five core competencies:self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The results of this research provide a foundational basis for developing curricula and supplementary activities to enhance the social and emotional domains of students in border patrol police schools, thereby promoting appropriate and positive emotional and social development.