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Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic ability, religiosity, political orientation, personality

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dc.contributor.author Corcoran, Roisin P.
dc.contributor.author O'Flaherty, Joanne
dc.contributor.author Xie, Chen
dc.contributor.author Cheung, Alan C.K.
dc.date.accessioned 2021-04-28T10:15:09Z
dc.date.issued 2019
dc.identifier.citation Corcoran R.P.;O'Flaherty J.;Xie C.;Cheung A.C.K. (2020) 'Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic achievement, religiosity, political orientation, personality'. Educational Research Review, 30 . en_US
dc.identifier.issn 1747-938X
dc.identifier.uri http://hdl.handle.net/10344/10037
dc.description peer-reviewed en_US
dc.description The full text of this article will not be available in ULIR until the embargo expires on the 11/07/2021
dc.description.abstract .Responsible decision-making is a sub-domain of social emotional competence and develops through the educational process of social and emotional learning (SEL). The current review examines responsible decision-making and explores, specifically, the relationship between moral reasoning (MR) and academic achievement (N = 6,992, 18), MR and religiosity (N = 3,441, 15), MR and political orientation (N = 12,960, 15) and MR and personality (N = 1,659, 8). Forty-three studies qualified for inclusion and analysis. The results indicated a positive effect between MR and academic achievement (ES = + 0.24). Interestingly, small negative effects were found between MR and political orientation (ES = - 0.06). Results also indicated small non-significant effects between MR and religiosity (ES = - 0.00, p = .94), and MR and personality (ES = + 0.01, p = .92). Possible interpretations of these findings are discussed with reference to the literature. en_US
dc.language.iso eng en_US
dc.publisher Elsevier en_US
dc.relation.ispartofseries Educational Research Review;30, 100285
dc.relation.uri https://doi.org/10.1016/j.edurev.2019.100285
dc.rights This is the author’s version of a work that was accepted for publication in Educational Research Review. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Educational Research Review Volume 30, June 2020, 100285,https://doi.org/10.1016/j.edurev.2019.100285 en_US
dc.subject Defining issues test en_US
dc.subject Meta-analysis en_US
dc.subject Moral reasoning en_US
dc.subject Social and emotional learning en_US
dc.subject Social emotional competence en_US
dc.title Conceptualizing and measuring social and emotional learning: A systematic review and meta-analysis of moral reasoning and academic ability, religiosity, political orientation, personality en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2021-04-28T09:59:14Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1016/j.edurev.2019.100285
dc.date.embargoEndDate 2021-07-11
dc.embargo.terms 2021-07-11 en_US
dc.rights.accessrights info:eu-repo/semantics/embargoedAccess en_US
dc.internal.rssid 2954038
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Educational Research Review
dc.description.status peer-reviewed


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