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The assessment of students' social-emotional competencies and academic achievement

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TitleInfo
Title
The assessment of students' social-emotional competencies and academic achievement
Name (type = personal)
NamePart (type = family)
Moceri
NamePart (type = given)
Dominic C.
NamePart (type = date)
1982-
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Dominic C. Moceri
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RoleTerm (authority = RULIB)
author
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Elias
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Maurice J
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Maurice J Elias
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Advisory Committee
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chair
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Fishman
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Daniel B
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Daniel B Fishman
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Advisory Committee
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internal member
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NamePart (type = family)
Epstein
NamePart (type = given)
Yakov
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Yakov Epstein
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Selby
NamePart (type = given)
Eddie A
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Eddie A Selby
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Selby
NamePart (type = given)
Edward A
DisplayForm
Edward A Selby
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Greenberg
NamePart (type = given)
Mark T
DisplayForm
Mark T Greenberg
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
Role
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school
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Text
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theses
OriginInfo
DateCreated (encoding = w3cdtf); (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)
In order to reduce the burden of mental illness a major shift in intervention research and clinical practice must occur (Kazdin & Blase, 2011). One way to create a major shift in the mental health well-being of youth is through universal school-based prevention and promotion interventions, such as social-emotional learning (SEL). The five core SEL competencies are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL, 2005). A recent meta-analysis revealed that universal school-based SEL interventions lead to increases in social emotional skills, positive attitudes towards oneself and others, positive social behaviors, and academic performance, as well as decreases in conduct problems and emotional distress (Durlak et al., 2011). While there is currently no recognized feasible, scalable assessment system for SEL, there is an assessment system in educational practice already utilized in the vast majority of schools: the report card, which contains not only letter grades but also comments on student behavior. This dissertation is the first study to systematically and empirically study how the behavioral ratings and comments sections of the report card relate to SEL, academic grades, and standardized tests in a manner consistent with SEL theory. Over 1,000 report cards from an ethnically diverse, large high school were chosen as a case study. Ten report card comment categories were created using grounded theory; this included a partial representation of the presence and absence of SEL skills/behaviors as well as non-SEL skills/behaviors. Overall, concurrent analyses revealed that report card comments had a small effect size on attendance and a large effect size on letter grades. Comments partially explained academic disparities for gender and ethnicity for these analyses. These findings applied to both "subjective" (i.e., language) and "objective" (i.e., mathematics) academic areas. Additionally, the effects of demographics, attendance, comments, and letter grades on standardized test scores were examined. Finally, the predictive validity of the comments were examined, after controlling for prior academic success. Implications, limitations and future directions for creating individualized, sustainable, and scalable SEL assessments using report card comments are discussed.
Subject (authority = RUETD)
Topic
Psychology
Subject (authority = ETD-LCSH)
Topic
Academic achievement
Subject (authority = ETD-LCSH)
Topic
Report cards
Subject (authority = ETD-LCSH)
Topic
Emotional intelligence
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_6671
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 105 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Dominic C. Moceri
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3571F0T
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Moceri
GivenName
Dominic
MiddleName
C.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-08-25 15:29:29
AssociatedEntity
Name
Dominic Moceri
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
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.
RightsEvent
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-10-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2016-10-30
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after October 30th, 2016.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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ETD
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windows xp
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