| 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 |