Social-emotional learning competencies are important for student success, but are they stable over time? This study explores this question and the implications for teachers and schools.

What can we glean about students’ social-emotional learning from how long they spend on math test questions? New research shows promise and limitations of using response time metadata to measure SEL.

In this study, repeated measures of math achievement and self-efficacy are used to fit a variety of latent curve models that jointly estimate growth in both constructs.

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. The present study examines the stability of academic achievement relative to four SEL domains (growth mindset, self-efficacy, social awareness, and self-management).

This study uses an analytic example to explore whether metadata might help illuminate such constructs. Specifically, analyses examine whether the amount of time students spend on test items (after accounting for item difficulty and estimates of true achievement), and difficult items in particular, tell us anything about the student’s academic motivation and self‐efficacy.

This study investigates whether rapid guessing is a stable trait-like behavior or if rapid guessing is determined mostly by situational variables, and whether rapid guessing over the course of several tests is associated with certain psychological and background measures. We find that rapid guessing tends to be more state-like compared to academic achievement scores, which are fairly stable and that repeated rapid guessing is strongly associated with students’ academic self-efficacy and self-management scores.

Do students’ social-emotional learning (SEL) skills in middle school predict being off-track to graduate high school?