ABSTRACT
Social-emotional learning targets the development of positive interpersonal relationships, empathy, emotional regulation, healthy identities, personal/collective goal orientation, and responsibility in the decision-making process (CASEL Organization, 2021). Schools, however, have the main objective of ensuring that academic measures are met. Linking social-emotional learning and skills to the school system’s principal goal, academic results, can facilitate the greater implementation of such programs within the school setting. This systematic literature review examined the relationship between social-emotional learning programs in schools and academic outcomes, such as grades, test scores, or grade point averages. Secondly, it explored the relationship between students’ social-emotional skills and these academic outcomes. After the predetermined inclusionary and exclusionary criteria were implemented, a total of 36 articles were determined applicable to this systematic literature review.
","abstract_html":"<p><strong>ABSTRACT</strong></p> <p>Social-emotional learning targets the development of positive interpersonal relationships, empathy, emotional regulation, healthy identities, personal/collective goal orientation, and responsibility in the decision-making process (CASEL Organization, 2021). Schools, however, have the main objective of ensuring that academic measures are met. Linking social-emotional learning and skills to the school system’s principal goal, academic results, can facilitate the greater implementation of such programs within the school setting. This systematic literature review examined the relationship between social-emotional learning programs in schools and academic outcomes, such as grades, test scores, or grade point averages. Secondly, it explored the relationship between students’ social-emotional skills and these academic outcomes. After the predetermined inclusionary and exclusionary criteria were implemented, a total of 36 articles were determined applicable to this systematic literature review.</p>","abstract_has_math":false,"creators":["Westhoven, Stella M"],"institution":null,"degree_name":"Master of Arts - School Psychology","degree_level":"Thesis","degree_discipline":"Human Services","degree_department":null,"school":null,"contributors":["Dr. Nina Ellis-Hervey, Thesis Director","Dr. Jaimie Flowers, Committee Member","Dr. Sarah Savoy, Committee Member"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05-01T07:00:00Z","date_published":"2022-05-01T07:00:00Z","updated_at":"2026-07-24T04:30:37Z","subjects":["social-emotional learning","social-emotional skills","academics","grades","test scores","grade point averages","Education","Psychology","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/435","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Nina Ellis-Hervey, Thesis Director","Dr. Jaimie Flowers, Committee Member","Dr. Sarah Savoy, Committee Member"]},{"key":"dc:creator","label":"Author","values":["Westhoven, Stella M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts - School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["social-emotional learning","social-emotional skills","academics","grades","test scores","grade point averages","Education","Psychology","Social and Behavioral Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/435"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
Social-emotional learning targets the development of positive interpersonal relationships, empathy, emotional regulation, healthy identities, personal/collective goal orientation, and responsibility in the decision-making process (CASEL Organization, 2021). Schools, however, have the main objective of ensuring that academic measures are met. Linking social-emotional learning and skills to the school system’s principal goal, academic results, can facilitate the greater implementation of such programs within the school setting. This systematic literature review examined the relationship between social-emotional learning programs in schools and academic outcomes, such as grades, test scores, or grade point averages. Secondly, it explored the relationship between students’ social-emotional skills and these academic outcomes. After the predetermined inclusionary and exclusionary criteria were implemented, a total of 36 articles were determined applicable to this systematic literature review.
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Social-emotional learning targets the development of positive interpersonal relationships, empathy, emotional regulation, healthy identities, personal/collective goal orientation, and responsibility in the decision-making process (CASEL Organization, 2021). Schools, however, have the main objective of ensuring that academic measures are met. Linking social-emotional learning and skills to the school system’s principal goal, academic results, can facilitate the greater implementation of such programs within the school setting. This systematic literature review examined the relationship between social-emotional learning programs in schools and academic outcomes, such as grades, test scores, or grade point averages. Secondly, it explored the relationship between students’ social-emotional skills and these academic outcomes. After the predetermined inclusionary and exclusionary criteria were implemented, a total of 36 articles were determined applicable to this systematic literature review.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/435"],"dc:subject":["social-emotional learning","social-emotional skills","academics","grades","test scores","grade point averages","Education","Psychology","Social and Behavioral Sciences"],"dc:title":["Social-Emotional Learning: A Literature Review"],"thesis:degree_discipline":["Human Services"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts - School Psychology"]},"updated_at":"2026-07-24T04:30:37Z"}