Journal article

Examining the state-trait composition of social-emotional learning constructs: Implications for practice, policy, and evaluation


By: James Soland, Megan Kuhfeld, Emily Wolk, Sharon Bi


Social-emotional learning (SEL) is gaining prominence in education practice and policy. Research shows that SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors. However, little is known about how much of the variance in SEL constructs is stable over time versus specific to a given time/context. The present study examines the stability of academic achievement relative to four SEL domains (growth mindset, self-efficacy, social awareness, and self-management). While the rank ordering of math and reading skills are highly stable over time, the four SEL domains seem to be more strongly influenced by contextual factors. Implications for school accountability systems and intervention approaches are discussed.

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This article was published outside of NWEA. The full text can be found at the link above.

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