State-trait composition framework for social-emotional learning constructs¶

Theory · All theories
Evidence · 4 claims (4 for) · 2 studies (2 associational), q1 · 0 of 2 report an effect size · 4 claims rest on one study

Description¶

The page names an associated journal article, "Examining the state-trait composition of social-emotional learning constructs: Implications for practice, policy, and evaluation", which frames SEL competencies as constructs whose composition includes stable trait-like and time-varying state-like components. The brief on this page investigates the practical consequence: whether SEL competencies "are stable over time". The framework organizes measurement, evaluation, and policy uses of SEL scores around that state-trait distinction.

Design Implications¶

Context¶

Requirements¶

• SEL competencies must be measured repeatedly over time to separate stable trait-like components from time-varying state-like components

Constraints¶

• The supplied text prints only the article title; no details of the framework's content are available

Target Learners¶

• K-12 students assessed with social-emotional learning measures

Target Learning Objectives¶

• Social-emotional learning competencies

Claims¶

• Sel Competencies Stability Over Time Question [+W]
• Little is known about how much variance in SEL constructs is stable over time versus specific to a given time or context [+W]
• SEL can be improved by both short-term targeted interventions and longer-term strategies to improve school contextual factors [+W]
• The rank ordering of math and reading skills is highly stable over time, while four SEL domains are more strongly influenced by contextual factors [+W]

Related Theories¶

• Four-domain SEL construct framework: growth mindset, self-efficacy, social awareness, and self-management
• SEL frameworks as organizing tools distinct from the competencies they structure

Examples¶

• Account for stability of SEL competencies when using them in practice, policy, and evaluation

Key Sources¶

• James Soland, Megan Kuhfeld, Emily Wolk, Sharon Bi. (2019). Are social-emotional learning competencies stable over time? Implications for practice, policy, and evaluation. NWEA Research brief. https://www.nwea.org/research/publication/are-social-emotional-learning-competencies-stable-over-time-implications-for-practice-policy-and-evaluation/