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Discussion: Analysis

PLEASE READ CAREFULLY IN ORDER TO UNDERSTAND WHAT NEEDS TO BE DONE!!! Discussion: Analysis To generate analysis, scholarly writers ask themselves questions about the evidence, such as What does this piece of evidence mean? How does it bolster my argument? How does this piece of evidence connect to another piece? What do I want my readers to understand or “get” from this evidence? In this Discussion, you practice answering these questions by analyzing the evidence from Week 3. To prepare for this Discussion: Review the Week 3 Discussion for your paraphrased evidence as well as any feedback received. Review the Learning Resources on analysis. Recall the argument you are making. Post your initial 1- to 2-paragraph response that addresses the following: Using the evidence you identified and paraphrased in Week 3, analyze that evidence in the context of the argument you are making. Additionally, reflect on the process of analyzing the evidence. Pose any questions and/or explain challenges that came up during the process.   My discussion post for Week 3: Through research, it is evident that there is a need for doctoral students to develop various forms of care that play a key function in maintaining their socio-emotional learning and most especially when they are in their first year at the level. The research’s primary objective was to identify critical factors or effects of care and social-emotional learning on the general well-being of doctoral students. It was found that efficient use of the ethics of maintenance and care education made most of the doctoral students use their social, emotional skills to prosper in life and improve their quality of life.             Social-emotional learning positively influences doctoral students’ success by impacting on them some critical and essential skills that enable them to explore and identify their unique abilities and skills. This further allows them to learn the importance and need to offer vital services and roles to the following group of people named their close family members, community, and respective workplaces (Rogers-Shaw & Carr-Chellman, 2018). This is because hit partly impacts some positive attitude towards the group of people mentioned above (Zirak & Ahmadian, 2015). Therefore, engaging in such activities enables the doctoral student to improve his mood and focus on their studies because they have been relieved of any form of depression. Besides, students also tend to develop and nurture responsible decision-making skills because they learn how to make tough and compelling decisions touching on their behavior and their social interaction in any given cross diverse settings, which they learned during their first year in school. For example, they develop more social behavior with their peers and adults. They also learn and perfect and reduce conduct-related issues and risk-taking behaviors. Lastly, they improve their overall performance both in class and in their research work. Therefore, it can be said that the success of doctoral students success lies in their ability to use their SEL skills appropriately effectively.   References Rogers-Shaw, C., & J Carr-Chellman, D. (2018). Developing care and socio-emotional learning in first-year doctoral students: Building capacity for success. International Journal of Doctoral Studies, 13, 233-253. Zirak, M., & Ahmadian, E. (2015). Relationship between emotional intelligence & academic achievement emphasizing creative thinking. Mediterranean Journal of Social Sciences.