The Effects of a Social-Emotional Learning Intervention on the Self-Regulation and School Readiness of At-Risk Preschool Students

Autor/in	Hierl, Kiley
Titel	The Effects of a Social-Emotional Learning Intervention on the Self-Regulation and School Readiness of At-Risk Preschool Students
Quelle	(2019), (158 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Michigan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0856-6531-5
Schlagwörter	Hochschulschrift; Dissertation; Intervention; Metacognition; At Risk Students; School Readiness; Social Emotional Learning; Child Development; Academic Achievement; Self Control; Evidence Based Practice; Literacy; Behavior Problems; Comparative Analysis; Teaching Methods; Early Childhood Education; Preschool Children; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Readiness for school; School ability; Schulreife; Kindesentwicklung; Schulleistung; Selbstbeherrschung; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Unterrichtserfolg
Abstract	Over the past several decades, there has been a dramatic increase in research surrounding factors that influence children's school readiness, or preparedness that allows children to learn in a formal educational setting. It includes possessing early academic as well as cognitive and socio-emotional skills (e.g., self-regulation, emotion knowledge) that are important for children's later development and academic success. Although the literature has suggested that instruction and practice in social-emotional learning (SEL) can improve school readiness at a universal level, it is largely unknown if these programs are effective as a targeted, modular intervention. Further, there is a need to increase transportability of evidence-based interventions into school settings. Using a group pre/post-intervention design, the current study investigated the effects of a targeted, Tier 2 evidence-based SEL curriculum on students who demonstrated behavioral concerns and low self-regulation skills. Assessments measured self-regulation, emotion knowledge, and early literacy skills in intervention and comparison participants. Results suggested that SEL instruction was related to benefits in self-regulation, situational emotion knowledge, and early literacy skills. Further, teachers qualitatively reported barriers to effective SEL intervention implementation in early childhood education settings. Implications for school psychological practice and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01