Comparing the Implementation of Social and Emotional Learning Programs and the Effects on Academic Achievement
Format:
Book
Publication Date:
Nov 30, 2012
Publisher:
Digital Commons @ IWU
Sources ID:
89176
Notes:
Access: http://digitalcommons.iwu.edu/jwprc/2013/ESposters/22External Resources: Cite This Item Advanced options ...
Access: http://digitalcommons.iwu.edu/jwprc/2013/ESposters/22 Materials specified: Item Resolution URL Instruction: Put this Resolution URL in a web browser to view this item. Genre/Form: text
Identifier: education studies poster; Education
General Info: Open access content/ Open access content Source of Data: John Wesley Powell Student Research Conference
Material Type: Internet resource (url)
Date of Entry: 20170820
Update: 20170820
Provider: OCLC
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
Social and emotional learning (SEL) has become a growing phenomenon in the educational field ever since emotional intelligence was connected to IQ (Elias and Moceri, 2012). Past research revealed that 60% of children entering kindergarten have the necessary cognitive skills needed to succeed while only 40% have the necessary emotional competencies needed to succeed (Ashdown and Bernard, 2011). Many schools are now implementing social and emotional learning programs to help further students social-emotional competencies. This study investigated the effects of SEL programs on students academic achievement and reveals several positive relationships between the two. The second part of the study focused on components of successful SEL programs revealing that how the program is implemented can greatly affect the outcome. These findings add to previous research in the field of SEL while also providing educators with information on how to improve the educational experience for students through SEL programs.