eng Science and Education Publishing Research in Psychology and Behavioral Sciences 2333-438X 2023-10-17 11 2 39 42 10.12691/rpbs-11-2-1 RPBS20231121 article Kellie Bartnick 1 Kimberly Wilson kim.wilson@wichita.edu 1 Intervention Services & Leadership in Education, Wichita State University, Wichita, USA The purpose of this research study was to experimentally consider how implementing an explicitly taught social-emotional curriculum would affect student self-regulation and academic performance. The participants in the study were four teachers (two primary and two aides) and 38 students (14 female and 24 male, age 5-6) from two kindergarten classes from a large urban district. One Kindergarten class was chosen at random to receive the social-emotional curriculum over an 8-week period. The other class did not receive the curriculum, acting as the control group. Measures of self-regulation and academic achievement in literacy and numeracy were administered at pre- and post-assessment. Findings indicate that self-regulation skills are correlated, at a statistically significant level, with early literacy and numeracy academic achievement. These findings support the claim that emotional intelligence and the ability to self-regulate is tied to positive developmental outcomes, including academic engagement and performance, which facilitates learning. http://pubs.sciepub.com/rpbs/11/2/1/rpbs-11-2-1.pdf self-regulation school performance executive function academic achievement literacy numeracy