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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
Summary
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.
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.
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