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Article
Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress Toward Graduation
Educational Psychology Faculty Publications
  • Alan Davis, School of Education and Human Development at the University of Colorado Denver
  • V. Scott Solberg
  • Christine de Baca
  • Taryn Hargrove Gore
Document Type
Article
Publication Date
1-1-2014
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.
Citation Information
Alan Davis, V. Scott Solberg, Christine de Baca and Taryn Hargrove Gore. "Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress Toward Graduation" (2014)
Available at: http://works.bepress.com/alan-davis/10/