Reading Project to Improve Self-awareness and Self-management Competence for Elementary School Students

Abstract

Background: This study investigates the impact of a reading intervention program on self-awareness and self-management competence among elementary school students in Vietnam. Methods: The study recruited 40 socio-economically disadvantaged primary students from Districts 6 and 10 in Ho Chi Minh City. The Social Emotional Competence Questionnaire (SECQ) measured self-awareness and self-management of thoughts, emotions and behaviors before and after the intervention. Results: A Significant improvements were found in both self-awareness (M_pre = 2.81, SD_pre = 0.44; M_post = 3.46, SD_post = 0.55) and self-management (M_pre = 3.13, SD_pre = 0.38; M_post = 3.83, SD_post = 0.36) following the intervention (p < .05). The findings suggest that the reading intervention program effectively enhances students' ability to recognize and regulate their thoughts, emotions, and behaviors. Rather than list the statistical results, these should be synthesized to tell the reader what the findings demonstrate. Phrase “following the intervention (p < .05) is okay to include. Conclusion: This study underscores the potential of reading interventions to foster socio-emotional competence in elementary school students and advocates for a holistic approach to education that prioritizes both academic and social-emotional development.