Social Emotional Learning associated with student self regulation and altruistic behavior in a love based curriculum

Social Emotional Learning (SEL) has been increasingly recognized as an important approach to support students’ social and behavioral development; however, empirical evidence regarding self-regulation and altruistic behavior within value-based educational contexts remains limited. This study examined differences in self-regulation and altruistic behavior between students attending two Islamic public primary schools implementing the same Love-Based Curriculum (KBC), where one school had adopted SEL-oriented practices and the other had not. A quantitative ex post facto design was employed involving 100 students selected through proportional random sampling in the Ciputat area, Indonesia. Data were analysed using Multivariate Analysis of Variance (MANOVA). The results revealed significant multivariate differences between the two school contexts on the combined dependent variables of self-regulation and altruistic behavior, Pillai’s Trace = 0.534, F(2, 97) = 55.494, p < .001, partial η² = 0.534. Follow-up analyses indicated that students attending the school implementing SEL-oriented practices reported higher levels of self-regulation, F(1, 98) = 111.489, p < .001, partial η² = 0.532, and altruistic behavior, F(1, 98) = 38.928, p < .001, partial η² = 0.284, than students attending the comparison school. This study contributes both empirically and conceptually.