The Role of Previous Achievement in Predicting Noncognitive Outcomes

• In Event: Social and Emotional Learning and Academic Achievement

Abstract

The following paper examined the relationship between previous reading achievement and non-cognitive outcomes (student-reported engagement, teacher-reported engagement, antisocial behavior, and self-efficacy). The study used 3-level hierarchical linear models and growth-curve modeling to examine the links between previous achievement and non-cognitive outcomes over three years among 2,673 students from 115 schools across the United States. Results indicated that previous achievement positively predicted teacher-reported engagement (ES=+0.24), student-reported engagement (ES=+0.16), teacher-reported antisocial behavior (ES=+0.07), and student-reported self-efficacy (ES=+0.15). Results also indicated that there were significant positive interactions between time and previous achievement for both student-reported engagement and teacher-reported student antisocial behavior. The study highlights the need to support students’ academic skills as a way to improve their non-cognitive development.

Authors

• Elizabeth Kim, Johns Hopkins University

• Robert Slavin, Johns Hopkins University