The rank ordering of math and reading skills is highly stable over time, while four SEL domains are more strongly influenced by contextual factors¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q2 i? Math and reading skill rank ordering is highly stable over time, whereas the SEL domains studied show greater context-specific variance. → James Soland 2019

Evidence¶

James Soland 2019¶

James Soland, Megan Kuhfeld, Emily Wolk, Sharon Bi. (2019). Examining the state-trait composition of social-emotional learning constructs: Implications for practice, policy, and evaluation. Journal of Research on Educational Effectiveness 12(3), 550-557. https://www.nwea.org/research/publication/examining-the-state-trait-composition-of-social-emotional-learning-constructs-implications-for-practice-policy-and-evaluation/ doi:10.1080/19345747.2019.1615158

q2 · i? · associational · r?

The study's abstract reports a comparison of stability of academic achievement relative to four SEL domains (growth mindset, self-efficacy, social awareness, self-management), stating the achievement rank ordering is "highly stable over time" while SEL domains are more contextually influenced.

"While the rank ordering of math and reading skills are highly stable over time, the four SEL domains seem to be more strongly influenced by contextual factors."

Discussion¶

Related Claims¶

• Students were less likely to meet target math and reading growth goals in schools with greater NSLP participation — related
• Contextual factors including time for reflection, evaluatory atmosphere, and peer and mentor dialogue influence preservice teachers' demonstration of reflective judgment — related
• Early ability to delay gratification predicts later academic and social outcomes, but the association is weaker and more context-dependent than originally reported. — related
• SEL can be improved by both short-term targeted interventions and longer-term strategies to improve school contextual factors — related
• Little is known about how much variance in SEL constructs is stable over time versus specific to a given time or context — related
• The stability of social-emotional learning competencies over time is an open empirical question with implications for teachers and schools — related
• SEL-related constructs are strongly predictive of long-term academic achievement and attainment — related
• Whether students' SEL skills are stable over time, and whether initial level or change better flags later academic risk, was largely unknown before this study — related
• Within-person deviations from math and self-efficacy growth trajectories at a given time point are not related across constructs — related
• Quantitative inter-skill influence analysis shows conceptually similar skills exert the strongest mutual influence in CLST predictions — related
• Self-control shows substantial rank-order stability in early adolescence, yet situational influences still matter — related
• Situational motivation is highly context-dependent and fluctuates within and between learners, but most studies rely on self-reports — related
• Internalizing and externalizing behavioral problems show moderate to strong rank-order stability from grade 1 to grade 4 — related