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Related Experiment Video

Updated: May 19, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
13:57

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Student Differences in a Social-Emotional Learning Program: Engagement and Individual Factors.

Daijiazi Tang1, Lucy R Zheng2, Tyler C Hein1,2

  • 1Department of Psychiatry, University of Michigan, Ann Arbor, USA.

The Journal of School Health
|May 17, 2026
PubMed
Summary
This summary is machine-generated.

Student engagement in Social-Emotional Learning (SEL) programs boosts skill acquisition and motivation. Quality improvement in SEL curricula can enhance equitable learning for diverse student populations.

Keywords:
engagementindividual differencesmotivationsocial–emotional learning

Related Experiment Videos

Last Updated: May 19, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
13:57

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Area of Science:

  • Educational Psychology
  • School Health
  • Curriculum Development

Background:

  • Examined student engagement in a Social-Emotional Learning (SEL) program.
  • Analyzed the impact of individual differences (grade level, gender, race/ethnicity) on SEL learning and motivation.

Purpose of the Study:

  • To assess the relationship between student engagement and SEL outcomes.
  • To identify how demographic factors influence the effectiveness of SEL programs.

Main Methods:

  • Collected post-program surveys from 981 middle and high school students.
  • Utilized hierarchical regression models to analyze associations between engagement and SEL knowledge, readiness, and intention.

Main Results:

  • Higher engagement correlated with increased SEL knowledge, readiness, and intention across most student groups.
  • Gender-diverse students showed lower SEL knowledge/intention compared to women.
  • Racial/ethnic minority students reported greater SEL knowledge gains and motivation than white students.

Conclusions:

  • Student engagement is crucial for SEL learning and motivation.
  • Developmentally informed SEL approaches are essential for equitable and relevant learning experiences for all students.