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The purpose of this study was to explore the relationship between social andemotional learning and student academic growth. The first purpose of this study was todetermine whether there was a correlation between students’ grit, self-efficacy, oremotional regulation scores and their Measure of Academic Progress (MAP) mathematicsgrowth. The second purpose of this study was to determine if the correlation between astudents’ grit, self-efficacy, or emotional regulation scores and their MAP mathematicsgrowth is affected by their ELL status, SES, gender, grade level, race, and specialeducation status. Data collected from District O, a large suburban district located in theKansas City metropolitan area, was used in this study. The samples were collected fromstudents enrolled in Grades 3-5 during the 2017-2018 school year in 35 elementaryschools. Data analyses showed there were weak positive relationships between students’grit scores and students’ MAP mathematics growth, between students’ self-efficacyscores and students’ MAP mathematics growth, and between students’ emotionalregulation scores and students’ MAP mathematics growth. Data analyses also showedthe relationship between students’ grit scores and students’ MAP mathematics growth(fall to spring) was stronger in Grade 5 than in Grade 4 or Grade 3; the relationshipbetween students’ self-efficacy scores and students’ MAP mathematics growth (fall tospring) was stronger for students in Grade 5 than in Grade 4 or Grade 3, and stronger inGrade 4 than in Grade 3; and the relationship between students’ emotional regulationscores and students’ MAP mathematics growth (fall to spring) was stronger for studentsin Grade 5 than in Grade 4 or Grade 3. Based on the findings from this study, additionalresearch is recommended, including replicating this study in other districts, using a different measurement of student achievement such as state assessment results, andexpanding the focus to include reading achievement. |
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