Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective
Research has demonstrated that social–emotional learning (SEL) positively influences myriad domains of children’s development. However, the underlying mechanisms influencing teachers’ adoption of SEL remain underexplored. Guided by the Theory of Planned Behaviour (TPB), this quantitative cross-secti...
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| Language: | English |
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MDPI AG
2025-03-01
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| Series: | European Journal of Investigation in Health, Psychology and Education |
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| Online Access: | https://www.mdpi.com/2254-9625/15/4/48 |
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| author | Mélanie Tinnes-Vigne Claude Houssemand Frédéric Guay Débora Poncelet Christophe Dierendonck |
| author_facet | Mélanie Tinnes-Vigne Claude Houssemand Frédéric Guay Débora Poncelet Christophe Dierendonck |
| author_sort | Mélanie Tinnes-Vigne |
| collection | DOAJ |
| description | Research has demonstrated that social–emotional learning (SEL) positively influences myriad domains of children’s development. However, the underlying mechanisms influencing teachers’ adoption of SEL remain underexplored. Guided by the Theory of Planned Behaviour (TPB), this quantitative cross-sectional study sought to elucidate the factors that motivate teachers to adopt SEL teaching practices. The study’s sample included 166 volunteer teachers in Luxembourg, recruited as part of a nationwide educational survey. Of these, 82.5% were women. Participants were recruited through convenience sampling, ensuring diversity in socio-economic backgrounds, grade levels, and student needs. Although these findings are based on self-reported data, they offer novel insights by quantifying teachers’ engagement with SEL, with over 50% already implementing related activities. Structural equation modelling shows that the TPB model accounted for 49% of the variance in teachers’ intentions and 44% of the variance in the adoption of SEL practices. Higher intention and self-efficacy predicted more frequent SEL implementation. Teachers with positive SEL attitudes and higher self-efficacy showed greater intention to implement SEL. These findings underscore the significance of cultivating positive attitudes and self-efficacy to facilitate the effective implementation of SEL in educational settings. The role of teacher gender and audience, as well as implications for teaching, professional development, and SEL research, are discussed. |
| format | Article |
| id | doaj-art-d4f2b98375724766a60eb1bd08ff2a0b |
| institution | DOAJ |
| issn | 2174-8144 2254-9625 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | European Journal of Investigation in Health, Psychology and Education |
| spelling | doaj-art-d4f2b98375724766a60eb1bd08ff2a0b2025-08-20T03:13:30ZengMDPI AGEuropean Journal of Investigation in Health, Psychology and Education2174-81442254-96252025-03-011544810.3390/ejihpe15040048Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour PerspectiveMélanie Tinnes-Vigne0Claude Houssemand1Frédéric Guay2Débora Poncelet3Christophe Dierendonck4Department of Education and Social Work, University of Luxembourg, L-4366 Esch-sur-Alzette, LuxembourgDepartment of Education and Social Work, University of Luxembourg, L-4366 Esch-sur-Alzette, LuxembourgDepartment of Educational Fundamentals and Practices, Université Laval, Québec, QC G1V 0A6, CanadaDepartment of Education and Social Work, University of Luxembourg, L-4366 Esch-sur-Alzette, LuxembourgDepartment of Education and Social Work, University of Luxembourg, L-4366 Esch-sur-Alzette, LuxembourgResearch has demonstrated that social–emotional learning (SEL) positively influences myriad domains of children’s development. However, the underlying mechanisms influencing teachers’ adoption of SEL remain underexplored. Guided by the Theory of Planned Behaviour (TPB), this quantitative cross-sectional study sought to elucidate the factors that motivate teachers to adopt SEL teaching practices. The study’s sample included 166 volunteer teachers in Luxembourg, recruited as part of a nationwide educational survey. Of these, 82.5% were women. Participants were recruited through convenience sampling, ensuring diversity in socio-economic backgrounds, grade levels, and student needs. Although these findings are based on self-reported data, they offer novel insights by quantifying teachers’ engagement with SEL, with over 50% already implementing related activities. Structural equation modelling shows that the TPB model accounted for 49% of the variance in teachers’ intentions and 44% of the variance in the adoption of SEL practices. Higher intention and self-efficacy predicted more frequent SEL implementation. Teachers with positive SEL attitudes and higher self-efficacy showed greater intention to implement SEL. These findings underscore the significance of cultivating positive attitudes and self-efficacy to facilitate the effective implementation of SEL in educational settings. The role of teacher gender and audience, as well as implications for teaching, professional development, and SEL research, are discussed.https://www.mdpi.com/2254-9625/15/4/48social and emotional learningtheory of planned behaviourcontextual variablesteachers’ practicesteachers’ intention |
| spellingShingle | Mélanie Tinnes-Vigne Claude Houssemand Frédéric Guay Débora Poncelet Christophe Dierendonck Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective European Journal of Investigation in Health, Psychology and Education social and emotional learning theory of planned behaviour contextual variables teachers’ practices teachers’ intention |
| title | Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective |
| title_full | Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective |
| title_fullStr | Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective |
| title_full_unstemmed | Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective |
| title_short | Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective |
| title_sort | understanding the use of social and emotional learning in elementary schools a theory of planned behaviour perspective |
| topic | social and emotional learning theory of planned behaviour contextual variables teachers’ practices teachers’ intention |
| url | https://www.mdpi.com/2254-9625/15/4/48 |
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