Dissertation/Thesis Abstract

A Social Emotional Learning Study: The Relationship between Organizational and Self-Regulatory Skills and Academic Achievement in Secondary Math Classes
by He, Sterling C., M.A., Mills College, 2017, 45; 13807685
Abstract (Summary)

The focus of the research is to explore how organizational and self-regulatory skills support student academic achievement in math class. The project is a mixed-methods study by taking a close look at the use of graphic organizers as a dimension of organizational and self-regulatory skills. The data sources include an online questionnaire, observation notes, individual interviews, and student semester grades. Participants completed a questionnaire about their organizational and self-regulatory skills, including how they have been using graphic organizers and taking notes. The author reported three focal interviews to grasp further how their organizational and self-regulatory skills surface in different settings, including home, school, work, and other routine areas. This document includes the details of data analyses for any associations between students’ skills and academic achievements. This research concludes (a) participating students carry sufficient social-emotional competencies. However, there is a disconnection between transferring their “cultural” knowledge into “domain” knowledge about self-awareness skills, social awareness skills, and responsible decision-making skills. (b) Both Advanced Algebra and Geometry students demonstrate very similar organizational skills, but (c) lower-classmen seem to have relatively higher self-regulatory skills. (d) The greater self-awareness and social awareness skills and better decision-making skills, higher academic achievement in math classes. The author concluded this paper had potential limitations of the findings and implications for future teaching practices. The results of this study may provide instruction insights about how social-emotional competencies affect student academic achievement in secondary math education.

Indexing (document details)
Advisor: Galguera, Tomas, Baker, Elisabeth
School: Mills College
Department: Education
School Location: United States -- California
Source: MAI 58/05M(E), Masters Abstracts International
Subjects: Mathematics education, Secondary education, Education philosophy
Keywords: Academic achievement, Mixed-methods research, Organizational skills, Secondary math class, Self-regulatory skills, Social emotional competencies
Publication Number: 13807685
ISBN: 978-1-392-01102-7
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