The Impact of Self-Management Skills in Elementary Classrooms
Date of Award
Spring 5-14-2021
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Ximena Suarez-Sousa
Keywords
social-emotional learning, behavior, academics, management, self-management
Abstract
The purpose of this study was to examine the impact of lessons and activities on self-management skills to lower elementary students ranging from ages 5 to 9 years old. Involved in this study, there were 20 kindergarten students and 20 third grade students who completed short lessons and activities on self-management skills two times a week. Before beginning the study, the students completed a self-assessment survey regarding their self-management skills in class. Students also completed the same survey at the conclusion of the study to determine if they felt their self-management skills improved throughout the course of the study. Students’ self-management skills were observed and recorded during the self-management activities, as well as throughout the school day. Through extensive teaching of self-management lessons, students were able to demonstrate their ability to manage their emotions and academics in the classroom using various strategies.
Recommended Citation
Clark, Erica and Sorum, Mackinzie, "The Impact of Self-Management Skills in Elementary Classrooms" (2021). Dissertations, Theses, and Projects. 520.
https://red.mnstate.edu/thesis/520