Assessing what matters: integrating social-emotional learning into classroom assessment for pupil well-being in Ghanaian basic schools.

This result was corroborated by a linear regression analysis, which revealed a standardized beta coefficient (β) of 0.42, again with a highly significant p-value < 0.001.

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The results from Table 1 demonstrated that pupils who participated in the SEL-integrated assessment intervention exhibited a statistically and practically significant enhancement in their overall well-being, as measured by the Mental Health Continuum–Short Form (MHC–SF).

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