Self-management and self-efficacy show highly collinear growth during middle school, with slopes correlated .95 and intercepts .74¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q2 i? Intercepts for self-management and self-efficacy correlate .74 and slopes .95; self-management and growth mindset show the least parallel patterns (.38 intercept, .28 slope). → Soland 2019

Evidence¶

Soland 2019¶

Soland, J. & Kuhfeld, M. (2019). Identifying students who are off-track academically in 9th Grade: the role of social-emotional learning trajectories. (NWEA Collaborative for Student Growth Research Brief). https://www.nwea.org/research/publication/identifying-students-who-are-off-track-academically-in-9th-grade-the-role-of-social-emotional-learning-trajectories/

q2 · i? · associational · r2

Multivariate latent growth curve model (Table 3) fitted to the district cohort's IRT-scored survey data; the printed latent correlations are reported directly. Self-management and growth mindset showed the weakest parallel growth (intercepts .38, slopes .28).

"The intercepts (6th grade scores) for self-management and self-efficacy are correlated .74 and the slopes are correlated .95, suggesting these two constructs are highly collinear."

Discussion¶

Related Claims¶

• Multidimensional IRT scores that account for latent variable covariances over time produce better recovery of growth parameters in longitudinal growth models than sum scores and other IRT approaches — related
• Middle school SEL shows normative decline in self-efficacy and self-management but an increase in growth mindset — related
• In a pooled multivariate model, the combined self-efficacy/self-management growth predicts about 80% lower odds of suspension, while the growth mindset intercept unexpectedly increases suspension odds — related
• The propdec adaptive student feature is highly colinear with a student intercept, capturing student individual differences without student parameters — related