Empirical benchmarks for changes in social and emotional skills over time.

Soland, James; Rimm‐Kaufman, Sara E.; Kuhfeld, Megan; Ventura‐Abbas, Nadia

This study provides empirical benchmarks that quantify typical changes in students' reports of social and emotional skills in a large, diverse sample. Data come from six cohorts of students (N = 361,815; 6% Asian, 8% Black, 68% White, 75% Latinx, 50% Female) who responded to the CORE survey from 2015 to 2018 and help quantify typical gains/declines in growth mindset, self‐efficacy, self‐management, and social awareness. Results show fluctuations in skills between 4th and 12th grade (changes ranging from −.33 to.23 standard deviations). Growth mindset increases in fourth grade, declines in fifth to seventh grade, then mostly increases. Self‐efficacy, self‐management, and social awareness decline in sixth to eighth grade. Self‐management and social awareness, but not self‐efficacy, show increases in 10th to 12th grade.

SOCIAL skills in children; EMOTIONS in children; PSYCHOLOGY of students; SELF-efficacy in students; SELF-management (Psychology) for children; AWARENESS

Child Development, 2022, Vol 93, Issue 4, p1129

0009-3920

Academic Journal

10.1111/cdev.13741