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An investigation of the relationship between behavioral feedback on social-emotional skills on report cards and academic achievement
Descriptive
TitleInfo
Title
An investigation of the relationship between behavioral feedback on social-emotional skills on report cards and academic achievement
Name
(type = personal)
NamePart
(type = family)
Ferrito
NamePart
(type = given)
Joseph
DisplayForm
Joseph Ferrito
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Elias
NamePart
(type = given)
Maurice J
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Maurice J Elias
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Gregory
NamePart
(type = given)
Anne
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Anne Gregory
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
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school
TypeOfResource
Text
Genre
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theses
OriginInfo
DateCreated
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(qualifier = exact)
2015
DateOther
(qualifier = exact);
(type = degree)
2015-10
CopyrightDate
(encoding = w3cdtf);
(qualifier = exact)
2015
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
Instruction and emphasis on Social-Emotional Learning (SEL) have increasingly become a focus of educational policy at the local, state and federal levels. As schools are required to emphasize SEL skills, accurate and feasible methods to assess student progress on skill development are necessary. Systematic reviews of SEL measures have identified few that are psychometrically sound and valid in assessing essential SEL skill areas. Of these measures, even fewer demonstrate feasibility and scalability for use in schools across the nation or abroad. This study seeks to investigate the potential utility of measuring SEL via a behavior feedback mechanism already in place in schools; report card comments. Preliminary research by the SEL Lab at Rutgers University has identified report card comments to be partially representative of SEL skills and to have a relationship with achievement. The current sample of 113 students enrolled in a suburban elementary school received a report card that included a typical comment menu and Likert ratings items based on SEL programming in practice. Results indicated typical comment and Likert rating items were partially representative of SEL skills. Both comments and explicit SEL Likert rating items were found to be associated with achievement. However, after controlling for previous achievement, only SEL Likert rating items were found to have a significant link to achievement. These findings show that an alternative report card comment structure that included Likert rating items explicitly related to SEL demonstrated stronger concurrent validity, accounted for a more significant portion of unique variance, beyond typical comments. The school developed and effectively implemented the adapted report card comments section in this study, suggesting its feasibility and scalability as a method of SEL assessment in schools.
Subject
(authority = RUETD)
Topic
School Psychology
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_6677
PhysicalDescription
Form
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 104 p. : ill.)
Note
(type = degree)
Psy.D.
Note
(type = bibliography)
Includes bibliographical references
Subject
(authority = ETD-LCSH)
Topic
Social learning
Subject
(authority = ETD-LCSH)
Topic
Emotions
Subject
(authority = ETD-LCSH)
Topic
Academic achievement
Note
(type = statement of responsibility)
by Joseph Ferrito
RelatedItem
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier
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rucore10001800001
Location
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(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3MK6FTZ
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Ferrito
GivenName
Joseph
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(qualifier = exact);
(point = start)
2015-08-27 15:39:53
AssociatedEntity
Name
Joseph Ferrito
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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