The Roles of Psychosocial Factors in Achievement Gains: A Longitudinal Study

• In Event: 73.060 - Roundtable Session 31
  In Roundtable Session: 73.060-3 - Correlates of Social and Emotional Learning Among Students and Teachers

Abstract

This study investigated the roles of the psychosocial factors (PSFs) of motivation, social engagement, and self-regulation in predicting 10th and 12th grade academic achievement for 3,396 7th to 9th graders. Student self-report measures of psychosocial factors and a series of academic assessments (8th, 10th, and 12th grades) were used in the study. The results showed that 8th grade females scored higher than males for all PSFs. Motivation moderated prior achievement in predicting 10th and 12th grade achievement, while social engagement did when predicting 12th grade achievement. Self-regulation moderated sex and prior achievement in predicting 10th and 12th grade achievement, while social engagement did only when predicting 10th grade achievement.

Author

• Yi-Lung Kuo, Beijing Normal University - Hong Kong Baptist University United International College