1Intervention Services & Leadership in Education, Wichita State University, Wichita, USA
Research in Psychology and Behavioral Sciences.
2023,
Vol. 11 No. 2, 39-42
DOI: 10.12691/rpbs-11-2-1
Copyright © 2023 Science and Education PublishingCite this paper: Kellie Bartnick, Kimberly Wilson. Emotional Intelligence in the Elementary Classroom.
Research in Psychology and Behavioral Sciences. 2023; 11(2):39-42. doi: 10.12691/rpbs-11-2-1.
Correspondence to: Kimberly Wilson, Intervention Services & Leadership in Education, Wichita State University, Wichita, USA. Email:
kim.wilson@wichita.eduAbstract
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.
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