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The Role of Social-Emotional Learning at the Secondary Level.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Role of Social-Emotional Learning at the Secondary Level./
Author:	Moses, Emily.
Description:	1 online resource (79 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-03.
Contained By:	Masters Abstracts International85-03.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380311755

The Role of Social-Emotional Learning at the Secondary Level.
Moses, Emily.

The Role of Social-Emotional Learning at the Secondary Level. - 1 online resource (79 pages)

Source: Masters Abstracts International, Volume: 85-03.

Thesis (M.A.Ed.)--Mount Mercy University, 2023.

Includes bibliographical references

Social-emotional learning is a growing topic in schools today, and while this is prevalent in lower level schools, there has not been much discussion at the high school level. In the following action research project, the researcher aimed to interpret and discuss the attitudes and viewpoints of social-emotional learning (SEL) components in a private school English class in the United States. This observational study incorporated mixed method data collection with a convenience sampling of 72 high school seniors. The quantitative data gathered shows the self-reflection of students in terms of grit, growth mindset, social awareness, and self-efficacy, as well as the students' confidence levels in areas of academia. Furthermore, qualitative data was also collected from students discussing what they felt the importance of social-emotional learning was at the high school level. From these discussions, three themes emerged, which included a) students should be responsible for their own social connections and behavior in high school; b) teachers need to facilitate and model social and emotional learning for students at the secondary level; and c) students should be taught social-emotional skills early on and should be reinforced during transitional periods. Additionally, having students self-report certain social-emotional learning components, as well as gain confidence in academic areas, can help students learn more about who they are and how they relate to their world. Finally, if students are able to recognize, express, and center their emotional state, it would greatly improve their mental health and well-being and prepare them for anything they encounter in the future.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380311755Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Social-emotional learningIndex Terms--Genre/Form:

554714
Electronic books.

The Role of Social-Emotional Learning at the Secondary Level.
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504 $a Includes bibliographical references
520 $a Social-emotional learning is a growing topic in schools today, and while this is prevalent in lower level schools, there has not been much discussion at the high school level. In the following action research project, the researcher aimed to interpret and discuss the attitudes and viewpoints of social-emotional learning (SEL) components in a private school English class in the United States. This observational study incorporated mixed method data collection with a convenience sampling of 72 high school seniors. The quantitative data gathered shows the self-reflection of students in terms of grit, growth mindset, social awareness, and self-efficacy, as well as the students' confidence levels in areas of academia. Furthermore, qualitative data was also collected from students discussing what they felt the importance of social-emotional learning was at the high school level. From these discussions, three themes emerged, which included a) students should be responsible for their own social connections and behavior in high school; b) teachers need to facilitate and model social and emotional learning for students at the secondary level; and c) students should be taught social-emotional skills early on and should be reinforced during transitional periods. Additionally, having students self-report certain social-emotional learning components, as well as gain confidence in academic areas, can help students learn more about who they are and how they relate to their world. Finally, if students are able to recognize, express, and center their emotional state, it would greatly improve their mental health and well-being and prepare them for anything they encounter in the future.
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