Relationships between Measures of Social and Emotional Learning Factors and Course Failure. Technical Brief

Autor/inn/en	Kuo, Yi-Lung; Allen, Jeff; Casillas, Alex
Institution	ACT, Inc.
Titel	Relationships between Measures of Social and Emotional Learning Factors and Course Failure. Technical Brief
Quelle	(2020), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Development; Emotional Development; Grade 7; Grade 8; Middle School Students; Predictor Variables; Academic Failure; Background; Parent Background; Educational Attainment; Intellectual Disciplines; Psychological Patterns; Behavior; Age Differences; Intervention; Program Effectiveness; At Risk Students; Individual Characteristics; Leisure Time; Television Viewing; Video Games; Internet; Expectation; Interpersonal Relationship; Family Involvement; Self Control + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prädiktor; Hintergrundinformation; Elternhaus; Bildungsabschluss; Bildungsgut; Geisteswissenschaften; Age; Difference; Age difference; Altersunterschied; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Freizeit; Fernsehkonsum; Video game; Videospiel; Videospiele; Expectancy; Erwartung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstbeherrschung
Abstract	This study investigated the relationships between social and emotional learning factors and course failure for 9,308 7th-9th graders. Student self-report measures of social and emotional learning (SEL) and biographical factors (ACT® Engage® Grades 6-9) were analyzed through multiple regression models with propensity score weighting techniques. The results showed that given a sample of 7th graders, the increase in academic discipline, optimism, and orderly conduct, as well as having parents/guardians with higher educational degrees and expected educational degree from family could reduce the likelihood of course failure. Further, students who reported failing a course in grade 7 demonstrated lower SEL factors in grade 8; similarly, students failing a course in grade 8 demonstrated lower SEL factors in grade 9. Finally, for 7th graders reporting a failed class within the last year, an increase in SEL factors was shown to prevent additional course failures in grades 8 and 9. Interventions helping students who have failed a class to develop their SEL skills and how SE information can be used in early warning systems to help identify at-risk students are discussed. (As Provided).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01