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


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


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.

Abstract only: No full text available.