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How Social and Emotional Learning and Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers Open Access


Other title
social emotional competence
preservice teachers
teaching efficacy beliefs
social emotional learning
teaching engagement beliefs
Type of item
Degree grantor
University of Alberta
Author or creator
Wagner, Amanda K
Supervisor and department
Daniels, Lia (Educational Psychology)
Examining committee member and department
Daniels, Lia (Educational Psychology)
Prochner, Larry (Elementary Education)
Rinaldi, Christina (Educational Psychology)
Department of Educational Psychology
Psychological Studies in Education
Date accepted
Graduation date
Master of Education
Degree level
The Prosocial Classroom Model posits teachers’ social emotional competence (SEC) at the forefront of the path that impacts healthy teacher/student relationships, effective classroom management, and effective social-emotional learning (SEL) implementation. Two studies, each using a predictive correlation design examined how teachers’ comfort with and commitment to SEL predicted their teaching efficacy and engagement, two factors conceptualized to contribute to effective classroom management. Study 1 examined practicing teachers and Study 2 focused on preservice teachers. Regression analyses revealed that comfort with SEL was a significant predictor for teaching efficacy and engagement for practicing teachers and predicted efficacy for preservice teachers. Commitment to SEL was a significant predictor for teaching engagement with practicing teachers. Independent samples t-tests revealed the two groups as significantly different with regards to their comfort with and commitment to SEL. Methods to increase teachers’ SEL beliefs, implications for practice, and suggestions for future research are discussed.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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File title: Wagner_Amanda_Fall 2013
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