Date

7-4-2023

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Nathan Street

Keywords

social-emotional learning, teacher-student relationships, choral classroom atmosphere, middle school choir

Disciplines

Music

Abstract

This predictive correlational study examined the effects of social-emotional learning and teacher-student relationships on student perspectives of the middle school choral classroom atmosphere. The literature review displayed that despite the benefits of social-emotional learning and teacher-student relationships, students' perspectives in the middle school choral classroom are unknown. These student perspectives matter as educators strive to form a positive choral classroom atmosphere. This quantitative study employed a multiple linear regression to predict the results of the Washoe County School District’s Social and Emotional Competency Short-Form Assessment and the National School Improvement Partnership’s Classroom Climate Questionnaire Upper Primary. The aim was to understand better student perspectives on social-emotional learning, teacher-student relationships, and classroom atmosphere in the middle school choir classroom. The study was conducted in three public middle school choir classrooms in Northeast Georgia. It included 235 choral students in sixth, seventh, and eighth grades. The findings of this multiple regression analysis revealed a predictive relationship between social-emotional learning, teacher-student relationships, and classroom atmosphere. The regression results showed that the results were statistically significant (R2 = .681, p = <.001) along with a large effect size (1.46), displaying that social-emotional learning and teacher-student relationships affect students' perspectives on classroom atmosphere. This information is helpful for choir teachers as they aim to form a positive classroom atmosphere for all students. Limitations and recommendations for future research are included.

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