Background: The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social-emotional skills are recognized as fundamental to academic success but longitudinal research is needed to determine the extent of their association over this transition period. Aim:…

In Indonesian secondary schools, young learners might have some difficulties such as lack of motivation, lack of confidence and disengagement in learning English, which contribute to the level of their social-emotional competencies (SEC). This study was conducted to investigate the relations between 103 seventh graders' SEC and their English…

Black and Latinx youth are situated in a maladaptive discriminatory context in the United States; however, prosociality may be one way that youth can promote their own positive development in the face of these experiences. We examined the longitudinal associations between discrimination and prosociality among 380 Black and Latinx early adolescents…

Emotional skills underpin what teachers do. However, relatively few studies have investigated whether these skills can be formally learnt by teachers and the benefits enhancing teachers' social-emotional skills may have on students. The current research aimed to develop an intervention to improve teachers' social-emotional skills in the classroom…

This study examined the relationship between social withdrawal (isolation and unsociability) and peer victimization by exploring the moderating influences of gender, classroom norms of social withdrawal, individualism, and collectivism. One hundred fifty-eight adolescents (M[subscript age] = 14.11, SD = 1.10; 46.3% boys) in 7th and 8th grade from…

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…

School-wide positive behavior support (SWPBS) focuses on promoting social competence through the establishment of behavior expectations that are explicitly taught and reinforced by all teachers across all settings. This study investigated the validity of using adherence to SWPBS behavior expectations as a screening tool for predicting behavior…

The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide.…

The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide.…

Interactions between teachers and students contribute to the quality of the classroom setting and growing evidence that the affective undertone of these interactions matters when considering outcomes for both the students and the teachers they serve. Although numerous measures of teacher-student interactions exist, relying on self-report or…

This study examined the link between victimization and sexual orientation and how this link contributes to social-emotional health, extending to school-related outcomes among adolescents. Of additional interest was whether having caring adult support was a protective factor in reducing the risk for high levels of distress or enhancing positive…

The spirituality and religiosity of Indonesian Muslim adolescents were examined longitudinally as were the relations of spirituality and religiosity with (mal)adjustment. At Time 1 (T1), 959 seventh-grade Muslim adolescents were screened for selection of a sample; at Time 2 (T2), 183 eighth-grade adolescents participated; and at Time 3 (T3), 300…

The purpose of this study was to examine the relationship between school-wide gender equity efforts and seventh grade girls' and boys' educational outcomes and psychological functioning. In this paper, we detail the components of the study, which included documenting that this school did in fact have a gender equitable environment; measuring…