Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

Autor/inn/en	Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove
Titel	Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation
Quelle	In: Journal of Education for Students Placed at Risk, 19 (2014) 3-4, S.169-182 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2014.972506
Schlagwörter	Social Development; Emotional Development; Grade Point Average; College Attendance; Stress Variables; High School Students; Graduation; Dropouts; Self Efficacy; Academic Ability; Urban Areas; School Districts; Classification; Academic Achievement; Social Capital; Academic Aspiration; Emotional Disturbances; Stress Management; Correlation; Low Achievement; High Achievement; Student Surveys; Rating Scales + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abschluss; Graduierung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Self-efficacy; Selbstwirksamkeit; Urban area; Stadtregion; School district; Schulbezirk; Classification system; Klassifikation; Klassifikationssystem; Schulleistung; Sozialkapital; Gefühlsstörung; Stressmanagement; Stressbewältigung; Korrelation; Unterdurchschnittliche Leistung; Schülerbefragung; Rating-Skala
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10