Students' Social and Emotional Development and Academic Achievement Trajectories: A Three-Year Longitudinal Study

• In Event: AERA Roundtable Session 14
  In Roundtable Session: Quantitative Assessment and Evaluation of SEL Outcomes

Abstract

Scholars have figured out principles to suggest meaningful lessons about better learning support in psychology, pedagogy, and social science. Educational psychologists describe that children’s social, emotional, and cognitive development are intertwined (Greenberg et al., 2003; Jones et al., 2019). This study aims to explore the math achievement growth changes of school-age children with their demographic characteristics and a relevant social-emotional factor. The study analyzed the secondary database of the Korean Educational Longitudinal Study (KELS), which included 7,424 cases from 5th-grade to 7th-grade with the same cohort group. This study tracked students’ 3-year math achievement and their self-management skills trajectories using a latent growth model (LGM).

Author

• Cheyeon Ha, Florida State University