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An Empirical Basis for Linking Social and Emotional Learning to Academic Performance
Contemporary Educational Psychology
Format: Journal Article
Publication Date: Nov 30, 2018
Pages: 193 - 204
Sources ID: 89771
Notes: DOI 10.1016/j.cedpsych.2019.01.009; ISSN 0361-476XDOI 10.1016/j.cedpsych.2019.01.009; ISSN 0361-476XDOI 10.1016/j.cedpsych.2019.01.009; ISSN 0361-476XDOI 10.1016/j.cedpsych.2019.01.009; ISSN 0361-476X
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Visibility: Public (group default)
Abstract: (Show)
Highlights * We tested a model of social-emotional learning in 9-12-year-olds to explore. * The direct effect of social-emotional competence on academic attainment. * The indirect effects through school connectedness and mental health difficulties. * We found that social-emotional competence did not predict academic attainment. * Mental health difficulties was the only statistically significant mediator.
URL: doi.org/10.1016/j.cedpsych.2019.01.009