Susan E. Rivers

TL;DR: Three studies used J. D. Mayer and P. Salovey's (1997) theory of emotional intelligence (EI) as a framework to examine the role of emotional abilities (assessed with both self-report and performance measures) in social functioning.

TL;DR: In this article, the authors examined the link between classroom emotional climate and academic achievement, including the role of student engagement as a mediator, using a multimethod, multilevel approach.

TL;DR: The concept of emotional intelligence was first introduced by Salovey and Mayer as mentioned in this paper, who defined four underlying emotional abilities comprising emotional intelligence and the assessment tools that have been developed to measure the construct.

TL;DR: Teaching through Interactions posits that teacher- student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains, and provides evidence that the three-domain structure is the best-fitting model across multiple data sets.

TL;DR: In this paper, a pre-and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum (RULER), on the academic performance of 5th and 6th grade students in fifteen classrooms in three schools.