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Social and Emotional Skills Predict Postsecondary Enrollment and Retention
Introduction. Social and emotional (SE) skills are known to be linked to important life outcomes, many of which fall into the academic domain. For example, meta-analytic data show that the skill of Sustaining Effort is nearly or just as important for academic performance as intelligence. In a recent...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10607812/ https://www.ncbi.nlm.nih.gov/pubmed/37888418 http://dx.doi.org/10.3390/jintelligence11100186 |
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author | Walton, Kate E. Allen, Jeff Box, Maxwell J. Murano, Dana Burrus, Jeremy |
author_facet | Walton, Kate E. Allen, Jeff Box, Maxwell J. Murano, Dana Burrus, Jeremy |
author_sort | Walton, Kate E. |
collection | PubMed |
description | Introduction. Social and emotional (SE) skills are known to be linked to important life outcomes, many of which fall into the academic domain. For example, meta-analytic data show that the skill of Sustaining Effort is nearly or just as important for academic performance as intelligence. In a recent study with long-term tracking of high school students, those who came from schools with a strong emphasis on SE skill development were more likely to enroll in college within two years of high school graduation. Longitudinal studies like this one are rare, however. Method. The focus of the present study is on the SE skills of 6662 students assessed during high school and their relationship with high school academic performance, standardized college admissions test performance, and ultimately postsecondary enrollment and retention. Results. We examined mean-level differences in household income, high school GPA, ACT Composite scores, and SE skills by college enrollment and retention status and found several significant differences, often favoring the enrolled or retained group. Moreover, we found support for the incremental validity of SE skills as they predicted enrollment and retention above household income, high school GPA, and ACT scores. Discussion. Understanding SE skills’ effects on later academic outcomes is important to help inform early SE skill intervention and development efforts in secondary and postsecondary settings. Additional implications and future directions are discussed. |
format | Online Article Text |
id | pubmed-10607812 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-106078122023-10-28 Social and Emotional Skills Predict Postsecondary Enrollment and Retention Walton, Kate E. Allen, Jeff Box, Maxwell J. Murano, Dana Burrus, Jeremy J Intell Article Introduction. Social and emotional (SE) skills are known to be linked to important life outcomes, many of which fall into the academic domain. For example, meta-analytic data show that the skill of Sustaining Effort is nearly or just as important for academic performance as intelligence. In a recent study with long-term tracking of high school students, those who came from schools with a strong emphasis on SE skill development were more likely to enroll in college within two years of high school graduation. Longitudinal studies like this one are rare, however. Method. The focus of the present study is on the SE skills of 6662 students assessed during high school and their relationship with high school academic performance, standardized college admissions test performance, and ultimately postsecondary enrollment and retention. Results. We examined mean-level differences in household income, high school GPA, ACT Composite scores, and SE skills by college enrollment and retention status and found several significant differences, often favoring the enrolled or retained group. Moreover, we found support for the incremental validity of SE skills as they predicted enrollment and retention above household income, high school GPA, and ACT scores. Discussion. Understanding SE skills’ effects on later academic outcomes is important to help inform early SE skill intervention and development efforts in secondary and postsecondary settings. Additional implications and future directions are discussed. MDPI 2023-09-22 /pmc/articles/PMC10607812/ /pubmed/37888418 http://dx.doi.org/10.3390/jintelligence11100186 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Walton, Kate E. Allen, Jeff Box, Maxwell J. Murano, Dana Burrus, Jeremy Social and Emotional Skills Predict Postsecondary Enrollment and Retention |
title | Social and Emotional Skills Predict Postsecondary Enrollment and Retention |
title_full | Social and Emotional Skills Predict Postsecondary Enrollment and Retention |
title_fullStr | Social and Emotional Skills Predict Postsecondary Enrollment and Retention |
title_full_unstemmed | Social and Emotional Skills Predict Postsecondary Enrollment and Retention |
title_short | Social and Emotional Skills Predict Postsecondary Enrollment and Retention |
title_sort | social and emotional skills predict postsecondary enrollment and retention |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10607812/ https://www.ncbi.nlm.nih.gov/pubmed/37888418 http://dx.doi.org/10.3390/jintelligence11100186 |
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