LibGuides: Social Emotional Learning: Dissertations

Dissertation Databases

ProQuest Dissertations & Theses @ National University This link opens in a new window
Content: National University & NCU student dissertations and literature reviews.
Purpose: Use for foundational research, to locate test instruments and data, and more.
Special Features: Search by advisor (chair), degree, degree level, or department. Includes a read-aloud feature.
ProQuest Dissertations and Theses Global - Full Text This link opens in a new window
Content: Global student dissertations and literature reviews.
Purpose: Use for foundational research, to locate test instruments and data, and more.
Special Features: Search by advisor (chair), degree, degree level, or department. Includes a read-aloud feature
The ProQuest Dissertations & Theses database (PQDT) is the world's most comprehensive collection of dissertations and theses. It is the database of record for graduate research, with over 2.3 million dissertations and theses included from around the world.

Selected Dissertations

Learn how to find dissertations in the Library. See the FAQ: How can I find completed dissertations in the Library?

Adolescent Achievement: Relative Contributions of Social Emotional Learning, Self-Efficacy and Microsystem Supports
The purpose of the current study was to examine the roles of select intrapersonal and microsystem factors in high school adolescents’ academic achievement. Author: Meghan Elizabeth Fairless, Wayne State University.
Analysis of a Social Emotional Learning Intervention with Eighth Grade Students
This study focused on a seven-week social emotional intervention for the eighth grade student at Olive Middle School. Author: Kristen M. Paul, Concordia University Chicago.
Impacts of Teacher-student Racial Mismatch and Environmental Factors on the Implementation of a Social-emotional Learning Curriculum
Through a secondary data analysis of an efficacy study for the Second Step curriculum, the current study assesses the role of environmental factors and the impact of student-teacher racial mismatch in implementation. Author: Stephen A. Ottinger, University of Washington.
Parents' and Teachers View of Social Emotional Learning and the Impact on the Home-to-School Connection
This action research study was designed to examine parents’ and teachers’ beliefs and understandings of social emotional learning, to what extent SEL practices are supported in the classroom and explore the home to school connection. Author: Elizabeth Azar, College of Saint Elizabeth.
The Role of Leadership in Social-Emotional Learning Implementation: Leadership and Classroom Environment
The purpose of this study was to understand the role of school leaders in supporting teachers as they build relationships with and between students in the classroom. Author: Deborah Langlois, Boston College.
The Role of Leadership in Social-Emotional Learning Implementation: Making Sense of Social-Emotional Learning Initiatives
This qualitative case study explored the strategies used by district leaders in supporting sensemaking of SEL initiatives as they were implemented. Author: Sarah J. Hardy, Boston College.
Social-Emotional Learning and Restorative Practices and Its Impact on Perceptions of Teacher and Student Relationships
The researcher examined the perceptions of students, teachers, and the administrator at an urban elementary school in a district in the southwestern region of the United States that has made a long-term investment in social-emotional learning and restorative practices. Author: Sarah E. Motsinger, San Diego State University.
Social-Emotional Learning Competency (SELC) Scale: Development of an Instrument to Measure School Counselors' Perceptions of Implementation, Impact, Involvement, and Importance of School-Wide Social & Emotional Learning Practices
This study intended to examine the psychometric properties of a new instrument measuring school counselors' involvement with social-emotional learning (SEL) practices. Author: Bella A. Bikowsky, Seattle Pacific University.
Targeting Self-Regulation and Disease Resilience in Elementary School Students Through a Mindfulness-Based Social-Emotional Learning Curriculum
The current study evaluated the impact of Inner Explorer on self-regulation skills and academic outcomes in 2nd-4th grade students and teachers in two Southern California elementary schools. Author: Matthew S. Goodman, Alliant International University.
Teachers' Perspective on Implementing Social-Emotional Learning Standards
The problem this study addresses is the extent to which social-emotional learning programming is effectively implemented. Author: Sheila Y. Youngblood, Walden University.