The Relationship Between Self-Reported Social and Emotional Skills and Student Outcomes

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: Social and Emotional Learning and Student Academic Performance (Table 18)

Abstract

Successful human development consists of not just cognitive but character fortitude. Building on the Big Five Social Emotional Learning framework, this study focused on whether and how social emotional skills connected to academic and behavioral outcomes. Using Structural Equation Modeling, we found students who reported higher levels of persistence earned higher course grades in both math and reading. Fifteen-year-old students who self-reported higher levels of cooperation, emotional control, or energy were less likely to display chronic absenteeism. Fifteen-year-old Black and Hispanic students who self-reported higher levels of self-control or persistence were less likely to experience exclusionary discipline. Understanding the linkages between student self-reported social emotional skills and outcomes allows for targeted intervention at the institutional and individual level.

Authors

• Ming Yin, Rice University - Kinder Institute
  Presenting Author

• Erin Baumgartner, Rice University - Kinder Institute
  Presenting Author

• Julia Colleen Campbell Szabo, Rice University
  Presenting Author