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Date of Award
Dissertation-ISU Access Only
Doctor of Philosophy (PhD)
Department of Psychology: School Psychology
RenÃ©e M. Tobin
This dissertation examined the influence of engagement during two different editions of a social-emotional learning program, Second Step: A Violence Prevention Curriculum, on kindergarten students' observable behavior, social-emotional skills, and academic achievement. (Committee for Children, 2002; 2011). Childrenâ' level of behavioral engagement during weekly Second Step lessons was used to predict children's real-life change in positive and negative behaviors over time as well as relation to end-of-year academic achievement. A comparison of Second Step edition (3rd versus 4th) was also examined as a predictor of students behavior over time. Results revealed that children's positive behavior improved and negative behavior decreased over the course of the observation period. There was a main effect of engagement across observable behavior, social-emotional ratings, and academic outcomes. There was no evidence that engagement interacted with time to predict children's behavior. There also was no evidence of a main effect of edition on children's outcomes. Implications of results and future research directions are discussed.
Sondalle, Alyssa, "Kindergarteners' Engagement and Outcomes of Two Editions of the Second Step Curriculum" (2015). Theses and Dissertations. 409.
Imported from ProQuest Sondalle_ilstu_0092E_10543.pdf