{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:956"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:956","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Components of social-emotional learning that correlate to student-teacher relationships","abstract":"Estacio, Renato Nardo The United States has an interest in social and emotional health and welfare at the national level. While organizations promote the study and implementation of social-emotional learning, prior research has indicated a need to train teachers on social-emotional learning, and research has been scarce (Chamizo-Nieto et al., 2021; Chen, 2021; Schiepe-Tiska et al., 2021; Stein, 2020). Furthermore, the correlations of SEL components to student-teacher relationships from the student perspective has not been studied. This can have an effect on how we interpret data and use aspects of social-emotional learning. The research question for this study was: Do components of social-emotional learning correlate to student-teacher relationships? To study the correlations between student-teacher relationships and social-emotional learning, this study was quantitative and combined questions from Panorama Education that related to social-emotional learning from Collaborative for Academic, Social, and Emotional Learning (CASEL) and student-teacher relationships from Ang et al., (2020) to create a survey. The survey was delivered to high school students in grades 9 - 12 in 117 different zip codes across the United States. The survey results were analyzed using Bivariate Pearson Correlation - correlating the individual components of social-emotional learning and student-teacher relationships. Based on the correlations, each component of SEL shows a correlation to student-teacher relationships. The individual components of Responsible Decision-Making (correlation: 0.319) and Relationship Skills (correlation: 0.316) both show a moderate and positive correlation. The three components of social-emotional learning (Self-Management, Social Awareness, and Self-Awareness) show a weak correlation. This impacts how we operationalize social-emotional learning and which components we focus on when implementing SEL into classroom situations.","abstract_html":"Estacio, Renato Nardo The United States has an interest in social and emotional health and welfare at the national level. While organizations promote the study and implementation of social-emotional learning, prior research has indicated a need to train teachers on social-emotional learning, and research has been scarce (Chamizo-Nieto et al., 2021; Chen, 2021; Schiepe-Tiska et al., 2021; Stein, 2020). Furthermore, the correlations of SEL components to student-teacher relationships from the student perspective has not been studied. This can have an effect on how we interpret data and use aspects of social-emotional learning. The research question for this study was: Do components of social-emotional learning correlate to student-teacher relationships? To study the correlations between student-teacher relationships and social-emotional learning, this study was quantitative and combined questions from Panorama Education that related to social-emotional learning from Collaborative for Academic, Social, and Emotional Learning (CASEL) and student-teacher relationships from Ang et al., (2020) to create a survey. The survey was delivered to high school students in grades 9 - 12 in 117 different zip codes across the United States. The survey results were analyzed using Bivariate Pearson Correlation - correlating the individual components of social-emotional learning and student-teacher relationships. Based on the correlations, each component of SEL shows a correlation to student-teacher relationships. The individual components of Responsible Decision-Making (correlation: 0.319) and Relationship Skills (correlation: 0.316) both show a moderate and positive correlation. The three components of social-emotional learning (Self-Management, Social Awareness, and Self-Awareness) show a weak correlation. This impacts how we operationalize social-emotional learning and which components we focus on when implementing SEL into classroom situations.","abstract_has_math":false,"creators":["Estacio, Renato Nardo"],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-27T18:44:41Z","subjects":["Social learning","Emotional intelligence--Study and teaching","Teacher-student relationships"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/956","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Estacio, Renato Nardo"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social learning","Emotional intelligence--Study and teaching","Teacher-student relationships"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/956"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Estacio, Renato Nardo The United States has an interest in social and emotional health and welfare at the national level. While organizations promote the study and implementation of social-emotional learning, prior research has indicated a need to train teachers on social-emotional learning, and research has been scarce (Chamizo-Nieto et al., 2021; Chen, 2021; Schiepe-Tiska et al., 2021; Stein, 2020). Furthermore, the correlations of SEL components to student-teacher relationships from the student perspective has not been studied. This can have an effect on how we interpret data and use aspects of social-emotional learning. The research question for this study was: Do components of social-emotional learning correlate to student-teacher relationships? To study the correlations between student-teacher relationships and social-emotional learning, this study was quantitative and combined questions from Panorama Education that related to social-emotional learning from Collaborative for Academic, Social, and Emotional Learning (CASEL) and student-teacher relationships from Ang et al., (2020) to create a survey. The survey was delivered to high school students in grades 9 - 12 in 117 different zip codes across the United States. The survey results were analyzed using Bivariate Pearson Correlation - correlating the individual components of social-emotional learning and student-teacher relationships. Based on the correlations, each component of SEL shows a correlation to student-teacher relationships. The individual components of Responsible Decision-Making (correlation: 0.319) and Relationship Skills (correlation: 0.316) both show a moderate and positive correlation. The three components of social-emotional learning (Self-Management, Social Awareness, and Self-Awareness) show a weak correlation. This impacts how we operationalize social-emotional learning and which components we focus on when implementing SEL into classroom situations."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Components of social-emotional learning that correlate to student-teacher relationships"]}]}],"canonical_facts":{"dc:creator":["Estacio, Renato Nardo"],"dc:date":["2024"],"dc:description":["Estacio, Renato Nardo The United States has an interest in social and emotional health and welfare at the national level. While organizations promote the study and implementation of social-emotional learning, prior research has indicated a need to train teachers on social-emotional learning, and research has been scarce (Chamizo-Nieto et al., 2021; Chen, 2021; Schiepe-Tiska et al., 2021; Stein, 2020). Furthermore, the correlations of SEL components to student-teacher relationships from the student perspective has not been studied. This can have an effect on how we interpret data and use aspects of social-emotional learning. The research question for this study was: Do components of social-emotional learning correlate to student-teacher relationships? To study the correlations between student-teacher relationships and social-emotional learning, this study was quantitative and combined questions from Panorama Education that related to social-emotional learning from Collaborative for Academic, Social, and Emotional Learning (CASEL) and student-teacher relationships from Ang et al., (2020) to create a survey. The survey was delivered to high school students in grades 9 - 12 in 117 different zip codes across the United States. The survey results were analyzed using Bivariate Pearson Correlation - correlating the individual components of social-emotional learning and student-teacher relationships. Based on the correlations, each component of SEL shows a correlation to student-teacher relationships. The individual components of Responsible Decision-Making (correlation: 0.319) and Relationship Skills (correlation: 0.316) both show a moderate and positive correlation. The three components of social-emotional learning (Self-Management, Social Awareness, and Self-Awareness) show a weak correlation. This impacts how we operationalize social-emotional learning and which components we focus on when implementing SEL into classroom situations."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/956"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Social learning","Emotional intelligence--Study and teaching","Teacher-student relationships"],"dc:title":["Components of social-emotional learning that correlate to student-teacher relationships"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:41Z"}