Publication Date
12-2021
Date of Final Oral Examination (Defense)
10-22-2021
Type of Culminating Activity
Dissertation
Degree Title
Doctor of Education in Curriculum and Instruction
Department
Curriculum, Instruction, and Foundational Studies
Supervisory Committee Chair
Carl Siebert, Ph.D.
Supervisory Committee Member
Kelly Cross, Ed. D.
Supervisory Committee Member
Hannah Calvert, Ph.D.
Supervisory Committee Member
Lindsey Turner, Ph.D.
Abstract
Social and emotional learning (SEL) interventions can be delivered universally in schools to help equalize opportunities for diverse students and improve their mental health, as well as other outcomes. However, it is not always known or fully understood which underlying mechanisms may be at play that enable these interventions to achieve their effects –or how such mechanisms may develop over time, within an SEL intervention. The primary purpose of this study was to determine how one such intervention, Positive Action, was able to improve adolescent students’ mental health outcomes, by testing the potential mediational influences of students’ levels of positive school orientation and teacher attachment upon different groups’ outcomes of self-reported depressive and anxiety symptoms. Findings revealed that both constructs played a significant role in students’ outcomes of depressive and anxiety symptoms at the end of their participation in the program.
DOI
https://doi.org/10.18122/td/1904/boisestate
Recommended Citation
Holloway, Stefanie Diann, "The Influence of Positive School Orientation and Teacher Attachment on Adolescent Mental Health Outcomes: Investigating Possible Group Differences, within a Social and Emotional Learning Curriculum" (2021). Boise State University Theses and Dissertations. 1904.
https://doi.org/10.18122/td/1904/boisestate