The Impact of Self-Management Skills in Elementary Classrooms
Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
social-emotional learning, behavior, academics, management, self-management
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.
Clark, Erica and Sorum, Mackinzie, "The Impact of Self-Management Skills in Elementary Classrooms" (2021). Dissertations, Theses, and Projects. 520.