To systematically review the research of student stress during the covid-19 learning with technology and explore the knowledge base of student’s social emotional learning, the study conducted a bibliometric review analyzing 635 journal papers in the Scopus database. The analysis strategies of descriptive statistics, citation analysis, co-citation analysis, and co-occurrence analysis were used to understand students’ emotion, stress, research topics, and the intellectual structure of social emotional learning during the covid-19 pandemic, and provide suggestions for future research in social emotional learning.
Three important findings were concluded as follows.
1. Based on the quantity and developmental time of publication, students’ stress and social emotional learning research could be categorized into four phases, which included internet addition, academic performance, social media and interpersonal communication. The top three influential countries concerning publication quantity and citation rates were China, the UK, and United Stated.
2. The top three influential journals of student stress were Frontiers in Psychology, Sustainability Switzerland journal and Frontiers in Education, according to the order.
3. The topics of students’ stress and social emotional learning studies could be grouped into four clusters. The emerging themes were academic performance, anxiety, communicable disease control, and mental health.
Based on the findings: In the post-pandemic era, it is increasingly important to cultivate students' social emotional intelligence through the exploration of curriculum, reading, reflection and experimentation.

Authors:
Tsan-Tong Yu, National Chengchi University, Taiwan

About the Presenter(s)
Dr TSAN-TONG YU is a University Doctoral Student at National Chengchi University in Taiwan

See this presentation on the full schedule – Saturday Schedule

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