Academic Achievement and Social-Emotional Learning in the Contexts of Virtual or Face-to-Face Instruction (Poster 8)

• In Event: AERA Poster Session 3
  In Poster Session: Technology and Social Spaces (San Diego)

Abstract

School disruptions resulting from COVID-19 restrictions made 2019-20 and 2020-21 unique years for students. There is little known about the effects of these disruptions but there has been speculation and concern that they may have been detrimental to students’ academic and social outcomes. This study examined early adolescents’ associations between social-emotional learning (SEL) and changes in their academic achievements one year later, moderated by students’ instructional choice of face-to-face or virtual learning. Results largely followed a pattern of positive associations between social skills and academic achievement, as expected, but only for those students in virtual instruction. Students in face-to-face instruction had no or weaker associations, indicating their future academic achievement was independent of their social skills.

Author

• Bethany Blair, Orange County Public School