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Date of Award
7-25-2019
Document Type
Dissertation-ISU Access Only
Degree Name
Doctor of Philosophy (PhD)
Department
Department of Psychology
First Advisor
Adena B. Meyers
Abstract
Well-implemented SEL is linked to a number of beneficial outcomes throughout the lifespan. This study sought to identify predictors of SEL implementation in schools using the meta-emotion framework. Pre-kindergarten through fifth-grade teachers participated by providing ratings regarding their beliefs about SEL, responses to children’s distressing emotions, and logs of their implementation of SEL over two-week increments throughout the school year. Although the hypothesis that teachers' meta-emotive characteristics would predict time spent implementing SEL lessons was not fully supported, results indicated that one meta-emotive variable, expressive encouragement, significantly predicted the frequency of SEL lessons. However, additional findings identified important associations between the implementation of SEL and geographic setting, grade-level, and the reinforcement of SEL outside of dedicated lesson time.
Recommended Citation
Lacey, Heather M., "Predictors of Social and Emotional Learning Implementation" (2019). Theses and Dissertations. 1169.
https://ir.library.illinoisstate.edu/etd/1169
DOI
http://doi.org/10.30707/ETD2020.Lacey.H
Page Count
124
Comments
Imported from ProQuest Lacey_ilstu_0092E_11559.pdf