Abstract
The affective domain and socio-emotional learning (SEL) competencies have been increasingly recognized for their significant impact on academic achievement, particularly in mathematics. Emotional engagement and social-emotional skills influence students' motivation, perseverance, and academic performance. This study explored the affective domain and SEL competencies that impact mathematics achievement among students in the Upper English Programme (UEP) at a secondary school in Nakhon Si Thammarat, Thailand, during the first semester of the 2024 academic year. A proportionate stratified random sampling method selected 123 students from Mathayomsuksa 4–6. Data was collected through validated and pilot-tested questionnaires assessing students' emotional engagement and SEL competencies. A predictive-correlational research design was employed, with Pearson correlation and multiple regression analysis used to analyze the relationships between the affective domain, SEL competencies, and mathematics performance. The results revealed significant positive correlations between students’ mathematics performance, their affective domain, and SEL competencies. Specifically, belief emerged as the strongest predictor, explaining 65.2% of the variance in mathematics performance. Students with high levels of emotional engagement and SEL competencies, particularly belief, showed improved academic outcomes in mathematics. These findings highlight the critical role of fostering positive emotional engagement and SEL skills to enhance mathematics achievement and overall well-being. The study underscores the integration of SEL competencies and emotional engagement into the curriculum, which can contribute to better educational outcomes.
