Date of Award

Fall 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Karen Ingle

Second Advisor

Dr. Jeff Clawson

Third Advisor

Dr. Jeff Klein

Abstract

The purpose of this predictive study was to examine the relationship between social and emotional learning (SEL) subskills and academic performance among students in grades 3–12. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, the study sought to identify which specific subskills were most strongly associated with student grade point average (GPA). A quantitative predictive correlational design was employed with a sample of 737 students representing diverse grade levels and backgrounds. Data were collected through the Satchel Pulse SEL assessment platform, and hierarchical multiple regression analysis was conducted to determine the predictive value of SEL subskills while controlling for demographic factors. Findings revealed that organizational skills, relationship skills, and responsible decision-making were significant positive predictors of GPA, underscoring their importance in supporting academic achievement. Self-awareness demonstrated a paradoxical effect, with certain subskills showing positive associations while the overall competency related negatively to GPA. Social awareness and appreciating diversity were not significant predictors. These results contribute to the growing body of research on SEL by identifying the specific subskills most closely tied to academic performance. Implications highlight the value of targeted SEL instruction and interventions, while limitations suggest the need for longitudinal and mixed-methods research to further investigate these relationships.

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