Educators have become increasingly committed to social and emotional learning in schools. However, we know too little about the typical growth trajectories of the competencies that schools are striving to improve. We leverage data from the California Office to Reform Education, a consortium of districts in California serving over 1.5 million students, that administers annual surveys to students to measure social and emotional competencies (SECs). This article uses data from six cohorts of approximately 16,000 students each (51% male, 73% Latinx, 11% White, 10% Black, 24% with parents who did not complete high school) in Grades 4-12. Two questions are addressed. First, how much growth occurs in growth mindset, self-efficacy, self-management, and social awareness from Grades 4 to 12? Second, do initial status and growth look different by parental educational attainment and gender? Using accelerated longitudinal design growth models, findings show distinct growth trends among the four SECs with growth mindset increasing, self-management mostly decreasing, and self-efficacy and social awareness decreasing and then increasing. The subgroup analyses show gaps between groups but patterns of growth that are more similar than different. Further, subgroup membership accounts for very little variation in growth or declines. Instead, initial levels of competencies predict growth. Also, variation within groups is greater than variation between groups. The findings have practical implications for educators and psychologists striving to improve SECs. If schools use student-report approaches, predicting steady and consistent positive growth in SECs is unrealistic. Instead, U-shaped patterns for some SECs appear to be normative with notable declines in the sixth grade, requiring new supports. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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四至十二年级的社交和情感能力发展：与父母教育和性别的关系。


教育工作者越来越致力于学校的社交和情感学习。然而，我们对学校努力提高的能力的典型增长轨迹知之甚少。我们利用加州改革教育办公室的数据，该办公室是加州的一个学区联盟，为超过 150 万学生提供服务，对学生进行年度调查，以衡量社交和情感能力 (SEC)。本文使用的数据来自 6 组 4-12 年级学生，每组约 16,000 名学生（51% 是男性，73% 是拉丁裔，11% 是白人，10% 是黑人，24% 的父母没有完成高中学业）。解决了两个问题。首先，从 4 年级到 12 年级，成长心态、自我效能、自我管理和社会意识有多少增长？其次，初始状态和成长是否因父母受教育程度和性别的不同而有所不同？使用加速纵向设计增长模型，研究结果显示，四个 SEC 之间存在明显的增长趋势，增长心态不断增强，自我管理大多下降，自我效能和社会意识先下降后上升。亚组分析显示了组之间的差距，但增长模式相似多于不同。此外，子群体成员资格对增长或下降的变化影响很小。相反，初始能力水平预示着增长。而且，组内的差异大于组间的差异。研究结果对于努力改善 SEC 的教育工作者和心理学家具有实际意义。如果学校使用学生报告方法，预测 SEC 稳定且持续的正增长是不现实的。 相反，一些 SEC 的 U 形模式似乎是规范的，六年级的学生成绩显着下降，需要新的支持。 （PsycInfo 数据库记录 (c) 2024 APA，保留所有权利）。