Reserch Proposal Sample

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 18

Exploring the Correlation Between Primary Students’ Reading Achievement

and Self-Reported, Self-Regulation Skills.

Chapter 1: Introduction

In education, the comprehensive development of young learners is essential.

Researchers and educators alike agree that there is a meaningful connection

between socio-emotional skills and learning. One crucial component in helping

young learners build their capacity for self-regulation is social and emotional learning

(SEL). Because of its proven link to academic success, self-regulation is a topic that

has proven to be of great interest to both educators and education researchers

(Pintrich, 2000). This study's fundamental premise is that all young learners require

purposeful teaching to acquire self-regulation abilities to improve their learning. The

necessity of these abilities is made clear for children who struggle with reading.

Young students, who are significantly behind their peers in reading, require these

SEL skills as part of a holistic intervention plan.

Background to the study

As an educator of lower primary school students at Rocklin International

School (RIS), meeting students’ comprehensive learning needs is paramount. RIS is

in Kuala Lumpur, Malaysia. The school provides education based on the American

Common Core Curriculum to students from pre-kindergarten (age four) to twelfth

grade (age 18) from a wide variety of language backgrounds. The student body

population consists of approximately 78 students in grades pre-kindergarten to fifth

grade in the primary department and approximately 69 students in grades sixth


through twelfth in the varsity department. My specific role is a primary grade two

school teacher.

Research Problem and Objectives

In my experience teaching at RIS, I have encountered students who struggle

with English reading performance. Academic advancement of primary school

students is crucial because it establishes the bedrock for the entirety of their

subsequent educational exploration (Sparks et al., 2013). In the grand scheme of

their whole academic success, reading is essential. A child's reading ability plays a

critical role in the bigger picture of their overall academic achievement (Ergen &

Kandali, 2017). This skill not only supports students in the classroom but also plays a

crucial role in developing a lifelong pursuit of knowledge and overall cognitive

development (Whittenet al., 2019). Contemporary educators and researchers alike

are eager to learn more about the various elements that go into young students'

success in reading.

An essential factor that has come to the forefront is emotional regulation

(Djambazova-Popordanoska, 2016). This skill may impact the student's capacity to

engage with and grasp the reading content (Graziano et al., 2007). The role of self-

regulation may become more necessary for students with below-average reading

and language usage scores on the Measures of Academic Progress (MAP) tests.

Students with below-average reading skills may find the need for instruction in self-

regulation to be more pressing (Bauminger & Kimhi-Kind, 2008).

One prominent standardized assessment instrument used at RIS to measure

students' growth and achievement, including reading, is the Measures of Academic


Progress (MAP) achievement test. It gives teachers insightful information on each

student's performance individually and facilitates the customization of instruction to

match the unique needs of every student. Achievement aims to develop high ability.

To gain achievement, one must either spend less effort than others for a similar

achievement or do more with equal energy to exhibit a higher capacity (Steinmayr et

al., 2015). However, a recurring problem is that not all learners meet the predicted

reading competence levels, as shown by their MAP scores. This disparity frequently

raises concerns about the underlying causes of these poor achievement outcomes.

Research Questions

One such element that may impact a child's reading performance is emotional

self-regulation, which includes the capacity to recognize, control, and communicate

one's feelings. Could there be a correlation between students with low self-reported

self-regulation skills and low scores on the MAP reading and language usage

assessments? To what extent, if any, is there a correlation between a child's self-

reported self-management abilities and their reading MAP scores that are below

average?

Significance of Study

Recently, education advocates have urged schools to pay more attention to

the holistic components of learning (CASEL, 2023). These proponents are pushing

for whole-child education, non-cognitive variables, and programming to assist

student social-emotional learning (SEL). Many argue that a stronger emphasis on

student social-emotional development correlates to improved academic

accomplishment. Research suggests that social-emotional competencies are primary

predictors of academic and professional success (Kanopka et al. 2020). Although

research on the significance of SEL on academic achievements exists, little is known


about the complex link between reading proficiency in this precise population and

self-reported self-regulation abilities. By filling this gap, the proposed study hopes to

provide necessary correlation between low SEL skills and low reading levels.

Scope and Limitations

The participants of this study were selected by purposive sampling. They are

all primary school students at Rocklin International School. These students come

from a variety of language and cultural backgrounds. This study takes a closer look

at the relationship between student MAP reading and language usage achievement

RIT scores and results of a self-reported SEL survey. The participants of this study

are 34 students in grades one through three.

Due to the small sample size, the generalizability of this study to all

international school students in lower primary grades is limited. In addition, another

factor that may limit the generalizability of this study is the wide variety of language

backgrounds of the students. English language proficiency is another factor that will

impact the MAP RIT scores for reading and language usage. Varied degrees of

English language proficiency will also impact the ability of students to accurately

complete the self-reported SEL survey.

Limited reliability of the nature of student self reported surveys (Melnick et al.,

2017). Teacher reported SEL surveys are more reliable. The DESSA k-8

assessment and screener in a teacher reported survey that indicates student SEL

competencies that has a 95% accuracy rating from WHO….”Trusted by Johns

Hopkins University, American Institutes for Research (AIR), the Rand Corporation,

City Year, and the Y of the USA for use in major studies, the DESSA sets the

standard for SEL assessment. The DESSA-mini one-minute screener is the only

screener to meet the universal criteria set forth by the World Health Organization and
predicts social and emotional competence with 95% accuracy. The suite of

assessments has supported over 1 million students.”

Operational Definitions

● MAP Growth Test: This term describes the Measures of Academic Progress

Growth test. With the computer-adaptive MAP Growth test, each student

receives a different set of questions depending on how accurately they

answered the previous question. Questions get more challenging as students

accurately answer them. The questions grow simpler if the learner provides

an incorrect response. The MAP Growth test aims to determine the level of

student mastery and show how they are progressing. MAP Growth tests

monitor each student's unique development over time, independent of grade

level. For example, MAP Growth tests will detect when a third-grader reads

more like a fifth-grader. Or, MAP Growth tests will identify if a fifth-grader

performs arithmetic similar to a third-grader (Jean Shields Fleming, 2023).

● MAP RIT Scores: Rasch UnIT scale is known as the RIT scale. These RIT

measures evaluate student success regardless of grade level using individual

item difficulty levels that are stable, equal interval scales. "Equal interval"

refers to the fact that regardless of a student's position on the RIT scale—top,

bottom, or middle—the disparity between scores is always the same. "Stable"

refers to the ability to directly compare results on the same scale from several

students or from the same students at various times, even when different test

item sets are used. Regardless of the student's age or grade, a RIT score also

has the same significance (Jean Shields Fleming, 2023).

● Social Emotional Learning (SEL): This is an educational theory that enables

individuals of all ages. The aim is to help students better understand their
emotions, feel them completely, and show empathy for others. Students use

these learned behaviors to assist themselves in making positive, responsible

decisions, developing frameworks to attain their objectives, and developing

healthy relationships with others (National University, 2022). Social and

emotional learning (SEL) in education and human development is paramount.

SEL is the process by which all children and adults acquire and apply

knowledge, skills, and attitudes that allow them to build a strong sense of self,

regulate emotions and accomplish individual as well as group objectives,

experience and demonstrate empathy for other people, construct and sustain

positive relationships, and make responsible and compassionate choices

(CASEL, 2023). The four key components of SEL are growth mindset, social

awareness, self-efficacy, and self-management (Kanopka et al., 2020).

● DESSA K-8 Teacher completed survey

Universal screening for social–emotional competencies: A study of the

reliability and validity of theDESSA-mini

https://onlinelibrary.wiley.com/doi/10.1002/pits.20586

Trusted by Johns Hopkins University, American Institutes for Research (AIR), the

Rand Corporation, City Year, and the Y of the USA for use in major studies, the

DESSA sets the standard for SEL assessment. The DESSA-mini one-minute

screener is the only screener to meet the universal criteria set forth by the World

Health Organization and predicts social and emotional competence with 95%

accuracy. The suite of assessments has supported over 1 million students.

https://www.kaplanco.com/product/27951/dessa-kit?c=17%7CEA1000
https://www.eschoolnews.com/sel/2022/01/31/promoting-student-choice-through-sel-

self-assessment/

● Social Cognitive Theory: Albert Bandura established Social Cognitive Theory

(SCT), which highlights the dynamic interplay between individuals, their

behavior, and their settings. The concept of Reciprocal Determinism illustrates

this connection (Glanz et al., 2008). Social cognitive theory differentiates three

types of agency: personal, proxy, and collective agency (Bandura 2001).

Personal agency is “the sense that I am the one who is causing or generating

an action” (Gallagher 2000, p. 15). Proxy agency depends on others to act on

your behalf to achieve desired outcomes. Collective agency occurs through

socially coordinated and interdependent efforts. Growing transnational

embeddedness and interdependence place a premium on collective efficacy

in exercising control over human fates and national life (Bandura 2001).

● Self-Determination Theory (SDT): Self-determination theory focuses on

internal sources of motivation, such as a desire to obtain knowledge or

independence (Cherry, 2022). Psychologists Edward Deci and Richard Ryan

developed this theory in 1985. They established a theory of motivation that

argues that a desire to grow and find fulfillment motivates people (Niemiec &

Ryan, 2009). Self-determination is the ability to make decisions and govern

one's own life. Self-determination puts the decision-maker in control. In

contrast, when a person suspects their life is governed by others, they are not

experiencing self-determination. This realization may lead to a loss of

motivation. It asserts that three innate psychological requirements propel

humans to develop and change. In this theory, the idea of intrinsic motivation

is crucial. Promoting self-determination is also a new best practice when


working with specific groups, such as those with intellectual impairments

(Cherry, 2022). Autonomy, competence, and relatedness are the three

components of SDT (Niemiec & Ryan, 2009). Autonomy is the desire to feel in

control of one's own actions and goals. This notion of being able to take direct

action that will result in genuine change contributes significantly to people

feeling self-determined. Competence is the ability to master tasks and

develop new abilities. People are more inclined to take on activities to help

themselves reach their objectives when they believe they have the necessary

skills. Relatedness refers to the desire to have a sense of belonging and

attachment to other individuals (Cherry, 2022).

Conceptual framework

This study consists of one predictor variable and two criterion variables. The

two criterion variables examined by this study include primary students’ MAP Growth

Assessment RIT scores in the reading and language usage tests. Each student's RIT

scores indicate how the student scored relative to his or her peers at the time of

taking the MAP assessment. Data will be obtained for the students' RIT scores on

the reading and language usage MAP tests utilizing archival data. MAP Growth

assessments generate results that allow students' growth along developmental

scales to be tracked three times throughout the school year and from year to year.

The predictor variable is students' self-reported self-management abilities. A

survey will be used to collect data on student self-reported self-management skills

through using the DESSA. The Devereux Student Strengths Assessment (DESSA) is

intended to be psychometrically sound and practical measures of social-emotional

competence for use in school settings (LeBuffe et al., 2018). Regression analysis will
be used to analyze the relationship between the predictor variable and the two

criterion variables. I hypothesize that students with below national-average

achievement MAP RIT scores in reading and language usage will also show lower

self-reported self-management skills. Investigating the correlation between these

factors is useful to educators, parents, and administrators. If there is a positive

correlation between the variables of self-reported self-management skills and

reading scores, then it may indicate the greater need to implement SEL interventions

in lower primary grades at Rocklin International School.

Summary and chapter organization

This research proposal contains several sections that will highlight the

implications of SEL on reading levels in lower primary school students. Chapter 2

contains a literature review explaining the topic of SEL. Following that it will explore

the topic of SEL in schools both internationally and in Malaysia. Next, it will highlight

the current gaps in existing research. Finally, it will provide a theoretical framework

for researching the current topic.

Chapter 2: Review of Literature (2500 WC)

2.1 introduction

As a means to more fully understand the breath of this study a closer look into

the background and current literature on the topic is required. In 1994 the

Collaborative Association for Social Emotional Learning (CASEL) was founded. The

objective of CASEL is to, “to establish high-quality, evidence-based SEL as an

essential part of preschool through high school education” (CASEL, 2023, para. 10).

CASEL released a report entitled, Promoting Social and Emotional Learning:


Guidelines for Educators, in 1997 that delineated SEL and sparked further

investigation on this topic.

2.2 The Concept (on your topic)

2.3 International Literature

2.3.1 Global studies

Researchers from Yale School of Medicine conducted meta-analysis and

systematic review of current research on SEL. This was an in depth study on the

impacts of school based SEL programs in over 50 countries around the world. They

looked at the impacts of SEL on over 575,000 students across grade K-12. Their

findings revealed that students who engaged in SEL interventions had substantially

enhanced achievement, mindsets, conduct, school atmosphere and safety, peer

interactions, school functioning, and academic success as compared to the control

groups (Cipriano et al., 2023).

2.3.2 Regional studies

SEL was formally introduced in Singapore in 2005 as an integrated part of

their curriculum across multiple grade levels. Their programs emphasize what the

Singporean Minister of Education calls social and emotional competencies or SECs.

These school based programs focus on teaching and modeling SECs, “respect,

responsibility, integrity, care, resilience, and harmony” as part of the wider focus on

twenty first century skills (Frydenberg et al., 2018, p. 187).

2.3.3 Local studies

The predominant history of research in Malaysia on the topic of SEL was

focused on reducing behavioral problems in Malaysian national schools (Ching &

Jaffri, 2015). Recently researchers developed an instrument that is a SEL indicator

for the Malaysian context. This survey is called Preschool Social Emotional
Competency Inventory (P-SECI). Screening preschool children at an age and

developmentally appropriate level is critical for detecting developmental problems

and initiating early intervention. The goal of their study was to use the P-SECI to

assess preschool children's social-emotional competencies (SEC) in the Malaysian

context. The P-SECI was developed to provide parents, teachers, and childcare

professionals with a standardized, norm-referenced, reliable, and valid instrument

(Im et al., 2019).

In 2022 some researchers explored how SEL impacted urban refugee

students living in Malaysia. The purpose of their study to determine the utility of SEL

interventions could assist urban refugee students in private learning centers to

increase academic achievement and resiliency (Yap et al., 2022).

Current Gaps in Existing Research

Despite an increasing interest in the correlation between academic

achievement and socio-emotional learning, there is currently a discernible lack of

understanding in the literature about the precise relationship between self-regulation

abilities and reading proficiency in young children. Studies show a statistically

significant positive effect on students’ assertiveness and sociability (Coelho et al.,

2023). Similarly, data indicates that students' autonomous self-regulation for

learning, academic success, and well-being is facilitated when teachers fulfill their

basic psychological needs for autonomy, competence, and relatedness (Niemiec &

Ryan, 2009). Research points to the challenge of accurately measuring SEL

competencies in young students. More research is needed to develop valid

instruments that can be used to explore the area of SEL.

Theoretical Framework
This study proposal extracts several theoretical frameworks to investigate the

possible relationship between primary school students' self-reported emotional self-

regulation skills and below-average MAP reading and language usage scores. The

Social-Emotional Learning (SEL) theory constitutes a notable philosophical basis for

this research. According to SEL theory, a child's emotional intelligence and self-

regulation abilities impact their academic success, interpersonal interactions, and

general well-being. The five fundamental competencies of social-emotional learning

(SEL) are self-awareness, self-management, social awareness, interpersonal skills,

and responsible decision-making, according to the Collaborative for Academic,

Social, and Emotional Learning (CASEL). Self-awareness and self-management

stand out among these skills as critical for academic success (Kanopka et al., 2020).

It is well known that socioemotional learning (SEL) interventions can help children

build healthy connections with instructors and peers (Coelho et al., 2023).

In line with SEL theory, this study also aligns with the educational psychology

perspective, which emphasizes the importance of understanding individual

differences in learning and the impact of non-cognitive factors on academic

achievement. Educational psychologists have demonstrated the reciprocal and

mutually reinforcing relationship between children's academic progress and their

ability to self-regulate using the social-cognitive theory (Bandura, 2001). Emotional

self-regulation is a non-cognitive skill that can influence how students approach and

engage with learning tasks, including reading.

According to Vygotsky's theory, social interactions and cultural background [SP1] play

a crucial role in cognitive development (Daniels, 2016). Learning is a social process.

Vygotsky's paradigm lends credence to the idea that social contexts impact

scaffolding the explicit training in self-regulation abilities. This intervention results in


collaborative learning experiences that improve academic and socio-emotional

competence (Rahmatirad, 2020). In addition, this research rests on a theoretical

framework that unifies child development, psychology, and education (Silvia, 2008).

The Self-Determination Theory (SDT), which holds that a person's drive and self-

control are essential to their capacity to succeed academically, is one of the

fundamental ideas supporting this study. SDT highlights the significance of

relatedness, competence, and autonomy (Ryan & Deci, 2000). These foundational

factors inspire young children to participate in learning with growth as the

desired outcome.

Similarly, language is a part of the development of a child’s cultural

background…..

Previous research looked at children's feelings of control over their

achievement. Success was perceived to be controllable via effort rather than talent.

According to this research, self-regulated learning improves perceived control and

efficacy. As a result, academic success improves (Fuchs et al., 2003; Zimmerman &

Kitsantas, 1999). The research seeks to illuminate the intricate connections between

self-regulation skills and academic achievement by synthesizing these theories,

providing a comprehensive understanding that can inform targeted interventions for

children facing learning challenges, particularly in reading acquisition.

Thus, it is essential to investigate the potential link between children's self-

reported emotional self-regulation skills and their below-average MAP scores in

reading and language usage. Researchers claim that “evidence suggests that

teachers' support of students' basic psychological needs for autonomy, competence,


and relatedness facilitates students' autonomous self-regulation for learning,

academic performance, and well-being.” (Niemiec & Ryan, 2009, p. 133).

The aim is to understand the complex interplay between emotion, cognition,

and academic achievement. By examining this correlation, this research seeks to

contribute valuable insights to the field of education, offering educators,

policymakers, and parents a more comprehensive understanding of the factors that

may influence a child's reading performance. The findings of this study may

ultimately inform targeted interventions and strategies to support primary school

children in developing the emotional self-regulation skills necessary to excel in

reading and enhance their overall academic success.

2.6 Summary

This study intends to provide important insights into the intricate interactions

between academic achievement, self-management abilities, and potential avenues

for intervention to support primary school students who struggle with reading and

language usage by addressing the research problem within this theoretical

framework.

Chapter 3: Methodology

3.1 Introduction

3.1 Research design and approach

3.4 The context of the study

3.5 Population and Selection

3.6 Data type and Generation Instrument

3.7 The Data Analysis Process

3.8 Ethical Consideration

3.9 Validation/Triangulation - Credibility and Dependability


3.10 Conclusion/summary

References

Bandura, A. (2001). Social Cognitive Theory: An agentic perspective. Annual Review


of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1

Bauminger, N., & Kimhi-Kind, I. (2008). Social Information Processing, security of


attachment, and Emotion Regulation in children with learning disabilities.
Journal of Learning Disabilities, 41(4), 315–332.
https://doi.org/10.1177/0022219408316095

CASEL. (2023). Fundamentals of SEL. https://casel.org/fundamentals-of-sel/

CASEL. (2023, July 19). Our history. https://casel.org/about-us/our-history/

Ching, L. M., & Hadijah Jaffri. (2015). Developing discipline among students through
social-emotional learning: A new model to prevent and reduce behavior
problems. Journal of Education and Vocational Research, 6(2), 80–90.
https://doi.org/10.22610/jevr.v6i2.193

Cherry, K. (2022, November 8). How does self-determination theory explain


motivation?.VerywellMind. https://www.verywellmind.com/what-is-self-
determination-theory-2795387

Cipriano, C., Strambler, M. J., Naples, L., Ha, C., Kirk, M. A., Wood, M. E., Sehgal,
K., Zieher, A. K., Eveleigh, A., McCarthy, M. F., Funaro, M. C., Ponnock, A.,
Chow, J., & Durlak, J. (2023). The state of the evidence for social and
emotional learning: A contemporary meta-analysis of Universal School-based
SEL interventions. Child Development, 94(5), 1181–1204.
https://doi.org/10.31219/osf.io/mk35u

Coelho, V., Peixoto, C., Azevedo, H., Machado, F., Soares, M., & Espain, A. (2023).
Effects of a Portuguese social–emotional learning program on the
competencies of elementary school students. Frontiers in Psychology, 14.
https://doi.org/10.3389/fpsyg.2023.1195746

Daniels, H. (2016). Vygotsky and pedagogy. Routledge.

Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young


children’s emotional wellbeing and educational achievement. Educational
Review, 68(4), 497–515. https://doi.org/10.1080/00131911.2016.1144559

Ergen, B., & Kandali, S. (2017). The effect of self-regulated learning strategies on
academic achievement: A meta-analysis study. Eurasian Journal of
Educational Research, 17(69), 55–74. https://doi.org/10.14689/ejer.2017.69.4

Frydenberg, E., Martin, A. J., Collie, R. J., Liem, G., Chua, B. L., Seng, Y.,
Kamarolzaman, K., & Ling, E. Y. (2018). Social and Emotional Learning in
Singapore’s Schools: Framework, Practice, Research, and Future Directions.
In Social and emotional learning in Australia and the Asia-Pacific
Perspectives, programs and approaches (pp. 187–203). essay, Springer
Singapore.

Glanz, K., Rimer, B. K., & Viswanath, K. (Eds.). (2008). Health behavior and health
education: Theory, research, and practice (4th ed.). Jossey-Bass.

Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of
emotion regulation in children’s early academic success. Journal of School
Psychology, 45(1), 3–19. https://doi.org/10.1016/j.jsp.2006.09.002

Grolnick, W.S. and Ryan, R.M. (1987) `Autonomy in children's learning: An


experimental and individual difference investigation', Journal of Personality
and Social Psychology 52: 890-98.

Hausfather, S. J. (1996). Vygotsky and schooling: Creating a social context for


learning. Action in Teacher Education, 18(2), 1–10.
https://doi.org/10.1080/01626620.1996.10462828

Hoyle, R. H. (2014). Handbook of personality and self-regulation. Wiley-Blackwell.

Im, G. W., Jiar, Y. K., & Talib, R. Bt. (2019). Development of preschool social
emotional inventory for preschoolers: A preliminary study. International
Journal of Evaluation and Research in Education (IJERE), 8(1), 158.
https://doi.org/10.11591/ijere.v8i1.17798

Jean Shields Fleming, N. (2023, September 27). 12 common questions parents ask
about map growth. Teach. Learn. Grow. https://www.nwea.org/blog/2021/12-
common-questions-parents-ask-map-growth-assessment/
Kanopka , K., West, M. R., Claro , S., Fricke , H., & Loeb, S. (2020). (rep.). What Do
Changes in Social-Emotional Learning Tell Us about Changes in Academic
and Behavioral Outcomes? Policy Analysis for California Education (PACE).
Retrieved June 4, 2023, from http://www.edpolicyinca.org.

LeBuffe, P. A., Shapiro, V. B., & Robitaille, J. L. (2018). The Devereux Student
Strengths Assessment (DESSA) comprehensive system: Screening,
assessing, planning, and monitoring. Journal of Applied Developmental
Psychology, 55, 62–70. https://doi.org/10.1016/j.appdev.2017.05.002

Melnick, H., Cook-Harvey, C. M., & Darling-Hammond, L. (2017). Encouraging social


and emotional learning in the context of new accountability. Palo Alto, CA:
Learning Policy Institute.

National University. (2022, August 17). What is social emotional learning (SEL): Why
it matters. https://www.nu.edu/

Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective


experience, task choice, and performance. Psychological Review, 91(3), 328–
346. https://doi.org/10.1037/0033-295x.91.3.328

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in


the classroom. Theory and Research in Education, 7(2), 133–144.
https://doi.org/10.1177/1477878509104318

Pintrich, P. R. (2000). Issues in Self-Regulation Theory and Research. The Journal


of Mind and Behavior, 21(1/2), 213–219. http://www.jstor.org/stable/43853917

Rahmatirad, M. (2020). A review of socio-cultural theory. SIASAT, 5(3), 23–31.


https://doi.org/10.33258/siasat.v5i3.66

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of
intrinsic motivation, social development, and well-being. American
Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68

Schunk, D. H. (2012). Social cognitive theory. In K. R. Harris, S. Graham, T. Urdan,


C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational
psychology handbook, Vol. 1. Theories, constructs, and critical issues (pp.
101–123).AmericanPsychologicalAssociation.https://doi.org/10.1037/13273-
005

Silvia, P. J. (2008). Interest—the curious emotion. Current Directions in


Psychological Science, 17(1), 57–60. https://doi.org/10.1111/j.1467-
8721.2008.00548.x

Sparks, R. L., Patton, J., & Murdoch, A. (2013). Early reading success and its
relationship to reading achievement and Reading Volume: Replication of ‘10
yearslater.’ReadingandWriting,27(1),189–211. https://doi.org/10.1007/s11145-
013-9439-2

Steinmayr, R., Meibner, A., Weidinger, A., & Wirthwein, L. (2015). Academic
achievement. Oxford Bibliographies.
Wehmeyer ML, Shogren KA. Self-determination and choice. In Singh, N. (eds)
Handbook of Evidence-Based Practices in Intellectual and Developmental
Disabilities. 2016. doi:10.1007/978-3-319-26583-4_21

Whitten, C., Sullivan, S., & Labby, S. (2019). The impact of general language skills
on reading and academic success. Journal of Multidisciplinary Graduate
Research, 2(1). https://doi.org/10.7551/mitpress/4113.003.0013

Yap, K. H., Koh, A., Kumar, A., Lahpai, M., Cheng, K. H., Ravindaran, T., Vasu, P., &
Verghis, S. (2022a). Protocol for a feasibility evaluation of a social and
emotional learning (SEL) programme to improve resilience and academic
achievement in refugee children from a community learning centre in
Malaysia: Parsel (participatory action research on SEL). PLOS ONE, 17(8).
https://doi.org/10.1371/journal.pone.0273239

Yee, N. C., & Jiar, Y. K. (2019). An examination of the social-emotional


competencies among primary school students. Indian Journal of Public Health
Research & Development,10(4),1388–1393.https://doi.org/10.5958/0976-
5506.2019.00907.0

You might also like