View in EDS

Student Differences in a Social-Emotional Learning Program: Engagement and Individual Factors

Saved in:
Bibliographic Details
Title: Student Differences in a Social-Emotional Learning Program: Engagement and Individual Factors
Language: English
Authors: Daijiazi Tang (ORCID 0000-0002-2771-5589), Lucy R. Zheng (ORCID 0000-0002-3782-9520), Tyler C. Hein (ORCID 0000-0002-1618-5797), Jeffrey Albrecht (ORCID 0000-0002-6859-0831), Natalie Rodriguez-Quintana (ORCID 0000-0001-6688-357X), Emily L. Bilek (ORCID 0000-0003-3122-3840)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1507912
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Student Differences in a Social-Emotional Learning Program: Engagement and Individual Factors
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Daijiazi+Tang%22">Daijiazi Tang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2771-5589">0000-0002-2771-5589</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lucy+R%2E+Zheng%22">Lucy R. Zheng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3782-9520">0000-0002-3782-9520</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tyler+C%2E+Hein%22">Tyler C. Hein</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1618-5797">0000-0002-1618-5797</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeffrey+Albrecht%22">Jeffrey Albrecht</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6859-0831">0000-0002-6859-0831</externalLink>)<br /><searchLink fieldCode="AR" term="%22Natalie+Rodriguez-Quintana%22">Natalie Rodriguez-Quintana</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6688-357X">0000-0001-6688-357X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+L%2E+Bilek%22">Emily L. Bilek</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3122-3840">0000-0003-3122-3840</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. 2026 96(6).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Department of Education (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: U215J180081
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/josh.70164
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-4391<br />1746-1561
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1507912
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507912
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/josh.70164
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Instructional Program Divisions
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Readiness
        Type: general
      – SubjectFull: Intention
        Type: general
    Titles:
      – TitleFull: Student Differences in a Social-Emotional Learning Program: Engagement and Individual Factors
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Daijiazi Tang
      – PersonEntity:
          Name:
            NameFull: Lucy R. Zheng
      – PersonEntity:
          Name:
            NameFull: Tyler C. Hein
      – PersonEntity:
          Name:
            NameFull: Jeffrey Albrecht
      – PersonEntity:
          Name:
            NameFull: Natalie Rodriguez-Quintana
      – PersonEntity:
          Name:
            NameFull: Emily L. Bilek
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0022-4391
            – Type: issn-electronic
              Value: 1746-1561
          Numbering:
            – Type: volume
              Value: 96
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Journal of School Health
              Type: main
ResultId 1