Students' engagement in class stems from academic and social motivations, which can be expressed through their academic and social achievement goals. Using a person-centered approach, we investigated the configurations of academic and social achievement goals and their relevance for aspects of students' academic (achievement, self-concept, goal…

The purpose of this study was to examine the effects of community service participation on undergraduates' social capital development, including whether any potential effects are conditional on students' race/ethnicity, parents' or guardians' education, and social class. I used a propensity score analysis on a multi-institutional sample of…

Social justice development is likely influenced by a range of contextual experiences. We examined the ways in which emerging adult students' experiences with families, peers, and religious congregations were associated with their own social justice outcomes. Participants (N = 288; 65.4% = women) completed a survey of social justice attitudes,…

This article was an examination of the relationship between presenting controversial literature in middle school English Language Arts classrooms and adolescent students' social and emotional development. Social and emotional development (SEL) of adolescents were understood in view of psychological theory and educational research. The consequences…

This study aims to evaluate the roles of social-emotional development, academic grit and subjective well-being in reading-writing motivation. Altogether 582 fourth-grade primary school students were sampled and invited to complete four different scales. The findings are: (1) Social-emotional development is correlated with reading-writing…

This qualitative study examined the perspectives of Black and Latino high school and undergraduate students involved in an aspirational peer mentoring program for college access. Our findings identified five central themes that contributed to the development of social capital for participants: program expectations and experiences, sustaining…

The COVID-19 pandemic has significantly changed the environment in which young children are developing. This article explores the question: How might this reduction in social interactions with peers impact the social development of the youngest children? Social skills rely on a foundation of cognitive and emotional skills that are prerequisites to…

Responding to an ongoing disconnect between higher education institutions (HEIs) and contemporary challenges communities face worldwide, universities can become a driving force to strengthen communities' capacity toward innovative solutions to the challenges they face. This article introduces an analytical framework that provides a roadmap to…

This Qualitative study was conducted to examine the perceptions of K-5 parents who homeschooled their students with disabilities and how they perceived homeschooling to influence the student's social-emotional development. Participants involved in this study decided to homeschool their child with disabilities as they perceived their child's…

Despite its importance, replication has remained in the background of social development research. The aim of this special section was to elucidate and elevate the role of replication in peer relations research, examining its challenges and its utility for moving the field forward. To accomplish this aim, five sets of researchers undertook…

The "Melbourne Declaration" (2008) set the national priorities for education with a focus on the vital role schools play in social emotional development, thus preparing students for life and citizenship. More than a decade on, there is little evidence to demonstrate how Australian schools are fostering the social emotional development of…

This review provides an overview of the existing literature on school-aged children's and youth's (i.e. 6- to 18-year-olds) personal and social development within the context of physical education and sports. A total of 4359 non-duplicate articles were retrieved from six databases. After the title, abstract and full text screening, 88 articles met…

The aim of the present study was to investigate the associations between social-emotional and language development in a sample of 3-5-year-old children in community-based early childhood education and care (N = 90). Children's theory of mind understanding, affect recognition and language abilities were tested with neuropsychological measurements,…

Emerging research suggests that caregiving environments and genetic variants independently contribute to social functioning in children with typical development or autism spectrum disorder (ASD). However, biologically plausible interactive models and complimentary assessment of mechanisms are needed to: (1) explain considerable social…

The quality of a child's early language and communication environment (ELCE) is an important predictor of later educational outcomes. However, less is known about the routes via which these early experiences influence the skills that support academic achievement. Using data from the Avon Longitudinal Study of Parents and Children (n = 7,120) we…