Exploring the Indicators of the Two Social and Emotional Learning Competencies and Their Relationship to Community College Grade Point Average
Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
Ana Gomez de Torres
This study was done to help understand how social emotional learning impacts student academics and performance for incoming freshmen college students. The study looks at students who have had some social-emotional learning versus those who have not had any social-emotional learning skills and if impacts them at a community college setting. Also, this study looked at the relationship between instructors and students and how instructors can play a positive role in student success. A student survey on incoming freshmen entering a community college was recorded along with instructor/professor interviews to get a better idea of student experiences and outcomes. The data supported that when instructors, faculty and professors work together in providing social emotional support, students perform better academically. The data supported those students who successfully receive social emotional support and are consistent with the support have a lower rate of failure or dropout. The evidence supported that those students who had social emotional learning even in high school or elementary school and continued to receive the support through college, did better than their counterparts.
Keywords: social-emotional support, students, retention, academic success
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Gill, Arvinder Kaur, "Exploring the Indicators of the Two Social and Emotional Learning Competencies and Their Relationship to Community College Grade Point Average" (2023). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 566.