Social and emotional (SE) skills are known to be linked with many important life outcomes, including academic performance, performance on standardized college entrance exams, and college enrollment, although research on enrollment is limited. In this report, the authors present data points from a study that evaluated test-criterion validity…

The aim of the present study was to evaluate the contribution of the maturity of moral judgment on cannabis use among college students. Participants were 1572 college students who completed self-report questionnaires measuring cannabis use, maturity of moral judgment, and emotional and personality variables. Thirty five percent of men and 30% of…

The authors compared data from a social-emotional-behavior screener (i.e., the "Student Risk Screening Scale--Internalizing and Externalizing" [SRSS-IE]) with data from a high school early warning system. Data from 2,256 suburban high school students were used. Research questions examined the degree to which student demographic variables…

This study examined how quantity and quality of early childhood education and care (ECEC) are related to the socio-emotional adjustment of children born in Germany (30-48 months old, N = 395). Previous research focused on a small set of ECEC features, used broad measures, and yielded inconclusive results. We assessed ECEC quantity (age at entry,…

This study assessed the self-perception of the selected Accountancy, Business and Management (ABM) students on their academic, social and their emotional college preparedness. The students' demographic profile was also tested for significant difference in the three constructs of the college preparedness. Through a self-made questionnaire in a 4-…

Prior work has shown that students' reports of their levels of social-emotional skills predict achievement levels and gains, but we have little evidence on whether within-student changes in student reports of social-emotional skills are predictive of changes in theoretically related academic and behavioral outcomes. We use large-scale data from…

Prior work has shown that levels of self-reported student social-emotional learning (SEL) predict student achievement levels--as well as student achievement gains--but little has been done to understand if within-student changes in student reports of SEL are predictive of changes in theoretically related academic and behavioral outcomes. We use…

This study identifies student characteristics that predict participation in Transition Year, an optional developmental year (Grade 10) offered midway through secondary education in Ireland. One thousand eighty five students (51% female; mean age = 15.4 years) completed a questionnaire in Grade 9, providing information on demographic, attitudinal…

This article shows that the traditional narrative of Black-White high school graduation gaps is inverted among economically disadvantaged female students. Two nationally representative surveys and statewide administrative data demonstrate that low-income White females graduate at rates 5 to 6 percentage points lower than Black peers despite having…

Existing research on self-management skills shows that measures of self-management predict student success. However, these conclusions are based on small samples or narrowly defined self-management measures. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students, this paper describes self-management gaps across student…

International evidence indicates there may be little or no academic benefit for children who are retained, and the possibility of negative long term socio-emotional outcomes for these children. Drawing on data from the nationally representative Longitudinal Study of Australian Children (n = 4464), this paper provides an Australian perspective on…

This study examined the relationship between academic hardiness, emotional and social competencies, academic success (as measured by grade point average), and persistence, in a sample of 178 first-year College of Business students at North Dakota State University. Students were administered the Emotional and Social Competency Inventory-University…

This the executive summary of the 2013-2014 study which provided the baseline year for the longitudinal study. The study included observations of teaching practices in a random sample of 199 Georgia's Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavior skills of a sample of 1,169 children attending…

Recent federal, state, and district policies that have mainstreamed English language learner (ELL) students into general, English-only elementary school classrooms have raised questions among educational stakeholders about the widespread effects of these policies. Most research has focused on the outcomes of ELL students; almost nothing is known…

The purpose of the 2013-2014 Georgia's Pre-K Program Evaluation was to examine the learning outcomes for children and the quality of their classrooms during Pre-K, as the baseline year of the Pre-K through third-grade longitudinal study. The primary evaluation questions addressed included: (1) What are the learning outcomes for children attending…