Roles of Social-Emotional Learning and School Climate in Academic Achievement and College Readiness

• In Event: Applied Research on Cognition and Learning in Schools

Abstract

The purpose of this study was to examine whether there is a predictive relationship between social emotional learning (SEL) skills, school climate (SC) variables, academic achievement, and college readiness. Data was collected from 426 graduating seniors from a higher school in California. Findings from multiple regression analyses indicated that the SEL constructs such as self-efficacy, growth mindset, hope and behaviors around anxiety, as well as SC variables such as healthy peer interactions, and climate of support can predict academic achievement. Logistic regression demonstrated that growth mindset, healthy peer interactions and knowledge of fairness of discipline rules and norms also can predict college readiness. It is suggested that more research would be needed to establish the plausible relationships.

Authors

• Dana Dunams, Azusa Pacific University

• Ying Hong Jiang, Azusa Pacific University