Date of Award

2026

Document Type

Dissertation

Degree Name

Psychology (Ph.D.)

Department

Psychology

First Advisor

Imad Zaheer

Second Advisor

Lauren Moskowitz

Third Advisor

Raymond Diguiseppe

Abstract

Currently, thousands of schools across the globe utilize Social-Emotional Learning (SEL) programs and curricula in fostering social and emotional competencies in their students. These SEL curricula come in many forms with differing frameworks, theoretical backgrounds, program components, and program outcomes. In research, SEL programs have been proven to increase overall rates of academic achievement and behavioral success. However, research shows that many schools are struggling with the day-to-day implementation of these SEL programs (DePaoli et al., 2017). Research on the role of theory in evidence-based therapeutic interventions suggests that theory plays an important role in addressing these implementation concerns, as theory informs the formation, implementation, consistency, troubleshooting, and generalization of learned skills targeted by therapeutic interventions. As such, it seems likely that theoretical bases play an important role in understanding, evaluating, and modifying SEL curricula to best suit the needs of student and teacher populations to meet desired outcomes. As such, this study sought to identify whether, and what, the current theoretical bases are used in the formation of top SEL programs, as well as the relations between the program stated theory and program components and outcomes. Overall, much variability was seen across theoretical bases used by SEL programs. Additionally, there was little relation between program stated theory and program components and outcomes. Key benefits of this research lie in the scoping aspect of this review and in the direction it provides for further research in this field.

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