Four-domain SEL construct framework: growth mindset, self-efficacy, social awareness, and self-management¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article organizes its stability analysis around four distinct social-emotional learning domains: "growth mindset, self-efficacy, social awareness, and self-management." These four constructs are treated as measurable SEL domains whose variance can be decomposed into stable versus time- and context-specific components, and compared against academic achievement domains (math and reading) on stability over time. The framework frames SEL as partly state-like rather than purely trait-like, which drives the article's implications for how SEL measures should be used in accountability and evaluation.

Design Implications¶

Context¶

Requirements¶

• Longitudinal SEL measures capable of separating stable from time/context-specific variance

Constraints¶

• The article's scope covers the four named SEL domains compared against math and reading achievement

Target Learners¶

• K-12 students assessed with SEL measures

Target Learning Objectives¶

• Growth mindset
• Self-efficacy
• Social awareness
• Self-management

Claims¶

• Sel Domains Less Stable Than Achievement [+M]

Related Theories¶

• Bandura's four self-efficacy building experiences framework
• State-trait composition framework for social-emotional learning constructs

Examples¶

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Key Sources¶

• 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/