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The relationship between social-emotional learning skills (SEL) and peer-perceptions of leadership in a sample of underserved middle school youths
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Wang, Angela Weiyi. The relationship between social-emotional learning skills (SEL) and peer-perceptions of leadership in a sample of underserved middle school youths. Retrieved from https://doi.org/doi:10.7282/t3-epyj-vk12

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TitleThe relationship between social-emotional learning skills (SEL) and peer-perceptions of leadership in a sample of underserved middle school youths
NameWang, Angela Weiyi (author); Elias, Maurice J. (chair); Selby, Edward (internal member); Karlin, Robert (internal member); Rutgers University; School of Graduate Studies
Date Created2021
Other Date2021-01 (degree)
SubjectCharacter education, Mental health, Peer-perception of leadership, Social-emotional learning skills, Underserved middle school youths, Youth leadership development, Psychology
Extent1 online resource (vii, 65 pages)
DescriptionCurrent thinking about 21st-century schools and civic involvement recognizes social-emotional competencies and character education as the groundwork of engaged citizenship and conscious leadership (Elias, 2009; Wilczenski & Coomey, 2007). Social emotional leaning (SEL), in the context of positive character, is essential to nurturing emerging young leaders to participate effectively in a global and highly politicized world where their performances are challenged in the numerous and multifaceted roles that contemporary leadership demands (Elias, 2009). Although there is substantial interest in youth leadership development as a vehicle to promote psychosocial development in adolescents, no studies have examined the relationship between SEL and peer perceptions of youth leadership.

This study evaluated this relationship in a group of 203 students in grades 6-8th from two diverse urban middle schools in NJ. Participants self-identified their race and ethnicity (38.9% Hispanic; 28.6% Black; 21.2% White; 10.3% Asian; 1.0% Others). The primary goal of the current study was to address several gaps in the youth leadership development literature by quantitatively assessing the role of social emotional learning (SEL) in peer perceived ethical leadership nominations in the context of urban middle schools. Focusing on peer perceptions of ethical leadership, I explored (a) the effect of teacher-rated SEL on predicting peer-nominated student leadership facets; (b) the mediating functionality of self-reported self-efficacy on SEL and peer-nominated student leadership facets; (c) the difference in effects of SEL on leadership between male- versus female-identifying students; and (d) the difference in effects of SEL on leadership between native English-speaking (L1) students versus non-native English-speaking (L2) students.

Results indicated that SEL had a significant and positive impact on peer-nominated student leadership, yet this relationship is not mediated through self-efficacy. In addition, results showed that gender moderated the relationship between SEL and leadership, such that SEL had a stronger positive effect for female students than it did for male students on leadership nominations in Spring 2016, but not Fall 2015. Moreover, SEL had a stronger positive effect on leadership for non-native English-speaking students than it did for native English speakers for both Fall 2015 and Spring 2016. These findings, their implications for theory and practice, study limitations, and future directions were explored.
NoteM.S.
NoteIncludes bibliographical references
Genretheses, ETD graduate
Persistent URLhttps://doi.org/doi:10.7282/t3-epyj-vk12
LanguageEnglish
CollectionSchool of Graduate Studies Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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