This dissertation is accessible only to the Illinois State University community.

  • Off-Campus ISU Users: To download this item, click the "Off-Campus Download" button below. You will be prompted to log in with your ISU ULID and password.
  • Non-ISU Users: Contact your library to request this item through interlibrary loan.

Date of Award


Document Type

Dissertation-ISU Access Only

Degree Name

Doctor of Philosophy (PhD)


Department of Psychology

First Advisor

Adena B. Meyers


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.


Imported from ProQuest Lacey_ilstu_0092E_11559.pdf


Page Count


Off-Campus Download