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:
      College Entrance Examinations; Student Motivation; Self Control; Predictor Variables; Academic Achievement; Achievement Gains; Middle School Students; High School Students; College Readiness; Social Development; Emotional Development; Gender Differences
    • Subject Terms:
      ACT Assessment
    • 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