FAS faculty members are invited to submit proposals in support of journal submission fees in topics in Anthropology, Economics, Education, Gender, Media Studies, Political Science, Psychology, Sociology, or other related fields. Bobst-AUB has limited funding for this opportunity, and applications will be considered on a case-by-case basis.
Eligibility: Applicants should first go through the university library funding resources supporting with submission fees to journals, prior to submitting an application. Priority will be given to first-time applicants.
Budget: Up to $500
Application materials: Apply online: Please upload in PDF: 1. Abstract (no more than 200 words) and copy of the manuscript; 2. Information on the submission fees from the journal website; and 3. Correspondence with the AUB University Libraries regarding their funding resources supporting with submission fees to journals.
Application deadline: October 1; March 15
Contact: [email protected]
2026-27
- Examining Social-Emotional Competencies in Lebanese Adolescents: A Preliminary Evaluation of a School-Based SEL Program
Anies Al-Hroub, Department of Education
The aim of this study was threefold: (a) to assess the impact of a social-emotional learning (SEL) program on self-regulation, social competence, empathy, and responsibility among Lebanese adolescents, (b) to compare the effects of the SEL program on these variables across different intellectual ability groups, and (c) to examine any gender differences in the outcomes of the SEL program. The study employed a control-group design involving 63 intermediate school students aged 12 to 15, who were randomly assigned to two groups. The experimental group received English lessons integrated with SEL activities, while the control group received standard English lessons. The SEL intervention spanned over 5 weeks. Data collection utilized three instruments: the Raven Standard Progressive Matrices test, the Social-Emotional Assets and Resilience Scales (SEARS), and the Teaching Observational Checklist. Additionally, school grade point averages (GPAs) were obtained from the school administration. Statistical analysis employed MANOVA and MANCOVA. Results revealed significant differences favoring the group that underwent the SEL program, with no notable differences in intellectual ability or gender. While the SEL program effectively enhanced students' social competence, empathy, and responsibility, it did not lead to significant improvements in self-regulation. The study concludes with implications for future research and implementation strategies.