Social–emotional competencies make the grade: Predicting academic success in early adolescence☆

a r t i c l e i n f o The goals of this study were to longitudinally examine the association between social and emotional competence (SEC) and academic achievement in early adolescence, exploring the moderating role of gender in this relation. Using a short-term longitudinal design, self-and teacher-reported indicators of SEC were used to predict early adolescents' (N = 461, Mean age = 12.02 years, SD = 0.41, 47% female) achievement in math and reading on a standardized achievement test in grade 7. As hypothesized, teacher-reported SEC in sixth grade significantly predicted higher scores in math and reading on the standardized test in seventh grade. A significant interaction between self-reported SEC and gender in predicting reading scores indicated that SEC was a significant positive predictor for reading outcomes in boys only. Self-reported SEC was not significantly related to math achievement. Results are discussed in line with the literature and practical implications of the findings are discussed. Understanding the factors that predict academic success in adolescence has been a central priority for parents, educators, and societal agencies interested in promoting positive development and deterring school failure in young people (Aronson, 2002; Caprara, Barabaranelli, Pastorelli, Bandura, & Zimbardo, 2000). In fact, academic success in school is an important indicator for overall positive development in early adolescence, and sets youth on a promising academic trajectory into late adolescence as well as predicting college attendance in early adulthood (Bond et al. Although recent research suggests that academic success and social and emotional aspects of development are inextricably linked (e. social and emotional competence (SEC) as it relates to academic development is still underrepresented in both empirical research and practice (Cohen, 2001, 2006). A common public perception is that investing time into fostering social and emotional skills in the classroom will unnecessarily take time away from what is perceived to be the main goal of schooling — academic competence (Malecki & Elliot, 2002). This opinion has been widely criticized by researchers in the field of education and child development (e. Instead, based on growing evidence that students' SEC and academic success are interrelated, researchers have urged that monitoring and ultimately fostering positive social and emotional development may be key to enhancing academic growth for this goal to be achieved, more high quality research – including longitudinal designs that investigate the role of social and emotional aspects of development in predicting academic outcomes for …