ERIC Number: EJ1047637
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-4669
EISSN: N/A
Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation
Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove
Journal of Education for Students Placed at Risk, v19 n3-4 p169-182 2014
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A