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Examining Moderating Effects of Social Emotional Learning Factors on Achievement Gains. Technical Brief
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- Additional Information
- Availability:
ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
- Peer Reviewed:
N
- Source:
12
- Education Level:
Higher Education
Postsecondary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools
- Subject Terms:
- Subject Terms:
- Abstract:
This study investigated the moderating roles of motivation, social engagement, and self-regulation in predicting academic achievement in grades 11-12 for 3,281 7th-9th graders. Standardized assessments of college readiness (ACT® Explore and the ACT® test) and student self-report measures of social emotional learning factors (ACT® Engage® Grades 6-9) were used in the study. The results showed that females in grades 7-9 scored higher than males for motivation and self-regulation. Motivation and social engagement moderated prior achievement in predicting later achievement in grades 11-12, while self-regulation moderated both gender and prior achievement in predicting later achievement. Specifically, among female students, effects were positive for females with higher prior achievement (PR = 95) and negative for females with lower prior achievement (PR = 5) for self-regulation in predicting achievement in grades 11-12.
- Abstract:
As Provided
- Publication Date:
2019
- Accession Number:
ED596121
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