Social-emotional learning
Students don’t learn only during the school year, and academic growth trajectories can change as students move from kindergarten through high school. Academic growth patterns across time—both in school and during the summer—can differ for various groups of students, and those patterns can influence academic achievement gaps. Our research advances understanding of seasonal learning patterns, summer loss, and school and non-school contributions to student growth.
Is social-emotional learning (SEL) a set of discrete skills or a broader competency? New research provides insights.
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).
Topics: Measurement & scaling, Social-emotional learning, Student growth & accountability policies
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.
Topics: Student growth & accountability policies, Growth modeling, Social-emotional learning
Can item response times provide insight into students’ motivation and self-efficacy in math
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.
Topics: School & test engagement, Math & STEM, Social-emotional learning
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.
Topics: Measurement & scaling, Social-emotional learning, Student growth & accountability policies
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.
Topics: School & test engagement, Math & STEM, Social-emotional learning
In this study, multivariate models that jointly estimate growth in achievement and self-efficacy during middle school are used to see how underlying developmental processes relate for ELLs.
Topics: Equity, English Language Learners, Social-emotional learning
