Date of Award
Fall 2022
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Todd Lilly
Abstract
Social emotional learning has been the subject of much attention in K–12 education in recent years. In addition to self-regulation strategies such as concept mapping, using graphic organizers, and goal setting, social emotional learning includes mindfulness practices such as visualization and mindful breathing. This action research dissertation in practice explored the experiences of three academically gifted seventh-grade students in a multiple case study design to better understand how using social emotional learning strategies affected their motivation and self-efficacy for text-dependent analysis writing.
Rights
© 2022, Elizabeth N. Crocker
Recommended Citation
Crocker, E. N.(2022). Exploring the Impact of Social Emotional Learning to Support Motivation and Self-Efficacy in Text-Dependent Analysis Writing. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/7083