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Date of Award

7-25-2019

Document Type

Thesis and 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.

Comments

Imported from ProQuest Lacey_ilstu_0092E_11559.pdf

DOI

http://doi.org/10.30707/ETD2020.Lacey.H

Page Count

124

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