This review provides an overview of literature that demonstrates the importance of social-emotional skills in education, and specifically assisting elementary students with and without developmental delays. Included is how social-emotional learning may promote academic success, and the social-emotional factors that contribute to an elementary student’s ability to learn.
The review is divided into five sections, the social-emotional factors and the correlation between academics and emotions. The first section examines the subject of scientific factors and how assessment may be used in educational settings. The third investigates the importance of a school community that promotes social-emotional success, emphasizing positive discipline methods and a student’s developing psyche. The forth looks at varying developmental levels and present the negative consequences of ignoring social-emotional competences. The last section review concludes with suggestions for further research and areas of continued study.
","abstract_html":"<p>This review provides an overview of literature that demonstrates the importance of social-emotional skills in education, and specifically assisting elementary students with and without developmental delays. Included is how social-emotional learning may promote academic success, and the social-emotional factors that contribute to an elementary student’s ability to learn.</p> <p>The review is divided into five sections, the social-emotional factors and the correlation between academics and emotions. The first section examines the subject of scientific factors and how assessment may be used in educational settings. The third investigates the importance of a school community that promotes social-emotional success, emphasizing positive discipline methods and a student’s developing psyche. The forth looks at varying developmental levels and present the negative consequences of ignoring social-emotional competences. The last section review concludes with suggestions for further research and areas of continued study.</p>","abstract_has_math":false,"creators":["Walker, Katherine J."],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-01-01T08:00:00Z","date_published":"2005-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:06Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/280","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Walker, Katherine J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/280"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This review provides an overview of literature that demonstrates the importance of social-emotional skills in education, and specifically assisting elementary students with and without developmental delays. Included is how social-emotional learning may promote academic success, and the social-emotional factors that contribute to an elementary student’s ability to learn.
The review is divided into five sections, the social-emotional factors and the correlation between academics and emotions. The first section examines the subject of scientific factors and how assessment may be used in educational settings. The third investigates the importance of a school community that promotes social-emotional success, emphasizing positive discipline methods and a student’s developing psyche. The forth looks at varying developmental levels and present the negative consequences of ignoring social-emotional competences. The last section review concludes with suggestions for further research and areas of continued study.
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The review is divided into five sections, the social-emotional factors and the correlation between academics and emotions. The first section examines the subject of scientific factors and how assessment may be used in educational settings. The third investigates the importance of a school community that promotes social-emotional success, emphasizing positive discipline methods and a student’s developing psyche. The forth looks at varying developmental levels and present the negative consequences of ignoring social-emotional competences. The last section review concludes with suggestions for further research and areas of continued study.
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