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Abstract

There has been a large focus in education research to understand marginalized populations’ lived experiences and persistence in order to improve learning environments. Transformative social and emotional learning (TSEL) and motivation have both been areas associated with an individual’s academic outcomes and psychological functioning. To date, there has been little research on its potential overlaps despite its associations to these outcomes. We review the literature in these areas and theoretically bridge key constructs from TSEL, situated expectancy-value theory, and self-determination theory to understand how motivation can inform and strengthen the development of TSEL among marginalized populations within STEM.

Keywords

transformative social and emotional learning motivation adolescent development marginalized populations

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Bridging the Gap Between Transformative Social and Emotional Learning and Motivation

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