Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation
Journal of Education for Students Placed at Risk
Short Title:
Journal of Education for Students Placed at Risk
Format:
Journal Article
Publication Date:
2014/01/01/
Pages:
169 - 182
Sources ID:
90446
Notes:
Accession Number: EJ1047637; Acquisition Information: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; Language: English; Education Level: Higher EducationPostsecondary EducationHigh SchoolsSecondary Education; Reference Count: 59; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2014
Visibility:
Public (group default)
Abstract:
(Show)
This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban school district, we found that high school students classified as performing in the lowest 25% of their grade reported lower social emotional skills than students classified in the top 25% of academic performers by the end of the 8th grade. Two variables, perceived importance of attending college and psychological and physical stress, accounted for nearly 26% of the variance in cumulative high school GPA after controlling for 9th-grade GPA. Finally, the results indicated that a combination of 5 social emotional learning subscales effectively discriminated between students making positive progress towards high school graduation and those identified as having dropped out of or failed more than 14% of their courses.