Date of Award
5-2022
Degree Type
Thesis
Degree Name
Master of Arts - School Psychology
Department
Human Services
First Advisor
Dr. Nina Ellis-Hervey, Thesis Director
Second Advisor
Dr. Jaimie Flowers, Committee Member
Third Advisor
Dr. Sarah Savoy, Committee Member
Fourth Advisor
Dr. Elaine Turner, Committee Member
Abstract
ABSTRACT
Social-emotional learning targets the development of positive interpersonal relationships, empathy, emotional regulation, healthy identities, personal/collective goal orientation, and responsibility in the decision-making process (CASEL Organization, 2021). Schools, however, have the main objective of ensuring that academic measures are met. Linking social-emotional learning and skills to the school system’s principal goal, academic results, can facilitate the greater implementation of such programs within the school setting. This systematic literature review examined the relationship between social-emotional learning programs in schools and academic outcomes, such as grades, test scores, or grade point averages. Secondly, it explored the relationship between students’ social-emotional skills and these academic outcomes. After the predetermined inclusionary and exclusionary criteria were implemented, a total of 36 articles were determined applicable to this systematic literature review.
Repository Citation
Westhoven, Stella M., "Social-Emotional Learning: A Literature Review" (2022). Electronic Theses and Dissertations. 435.
https://scholarworks.sfasu.edu/etds/435
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
