Student Differences in a Social-Emotional Learning Program: Engagement and Individual Factors
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| Title: | Student Differences in a Social-Emotional Learning Program: Engagement and Individual Factors |
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| Language: | English |
| Authors: | Daijiazi Tang (ORCID |
| Source: | Journal of School Health. 2026 96(6). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | U215J180081 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Middle School Students, High School Students, Social Emotional Learning, Learner Engagement, Individual Differences, Instructional Program Divisions, Gender Differences, Racial Differences, Ethnicity, Student Motivation, Knowledge Level, Readiness, Intention |
| DOI: | 10.1111/josh.70164 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: This quality improvement project examined student engagement in a Social-Emotional Learning (SEL) program, analyzing how individual differences such as grade level, gender, and race/ethnicity impacted learning and motivation to use SEL skills. Method: Post-program surveys were collected from 981 middle and high school students. Three hierarchical regression models were used to analyze associations between engagement and outcomes: SEL knowledge learned, readiness to use skills, and intention to use skills. Results: Higher engagement was significantly associated with knowledge learned in SEL skills, readiness and intention to use these skills across most groups. Gender-diverse students reported lower knowledge or intention than women. Racial/ethnic minority groups reported greater knowledge gains and higher motivation than white students. Implications for School Health Policy, Practice, and Equity: Continuous quality improvement of SEL curricula that consider students' engagement, developmental stages, and identities may enhance more equitable learning and participation. Conclusions: Engagement plays an important role in SEL learning and motivation, highlighting the value of developmentally informed approaches that are accessible and relevant to all learners. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507912 |
| Database: | ERIC |
| Abstract: | Background: This quality improvement project examined student engagement in a Social-Emotional Learning (SEL) program, analyzing how individual differences such as grade level, gender, and race/ethnicity impacted learning and motivation to use SEL skills. Method: Post-program surveys were collected from 981 middle and high school students. Three hierarchical regression models were used to analyze associations between engagement and outcomes: SEL knowledge learned, readiness to use skills, and intention to use skills. Results: Higher engagement was significantly associated with knowledge learned in SEL skills, readiness and intention to use these skills across most groups. Gender-diverse students reported lower knowledge or intention than women. Racial/ethnic minority groups reported greater knowledge gains and higher motivation than white students. Implications for School Health Policy, Practice, and Equity: Continuous quality improvement of SEL curricula that consider students' engagement, developmental stages, and identities may enhance more equitable learning and participation. Conclusions: Engagement plays an important role in SEL learning and motivation, highlighting the value of developmentally informed approaches that are accessible and relevant to all learners. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70164 |
