Previous research connects social-emotional competence (SEC) with a variety of positive academic and school outcomes. However, there is a lack of research evidence about whether SEC provides similar benefits to students of different racial/ethnic backgrounds. This study examines if the relationships among SEC, academic achievement, and school absences are moderated by a student's race/ethnicity (White vs. Latino). Participants were 2,618 fifth and eleventh grade students in a large urban school district; half identified as White and half identified as Latino. Student SEC scores, school absences, GPA, and standardized math and reading tests scores, as well as race/ethnicity, were analyzed. Supporting previous work, students with higher self-management and self-awareness had higher GPA, higher scores on standardized math and reading tests, and fewer absences. However, some differential effects were found: the relationships between self-awareness and school absences and between responsible decision-making and reading test scores were moderated by race/ethnicity, in that only Latino students' self-management related to fewer absences and only White students' responsible decision-making related to higher reading scores.;This study provides views about the complexity and importance of considering race/ethnicity and cultural factors when examining relationships between SEC and various academic indicators. Only intrapersonal competencies were associated with differences by race/ethnicity. More should be explored in terms of the intrapersonal vs. interpersonal framing of SEC, particularly in relation to race/ethnicity, which may have implications for broader outcomes in education. Future studies should also examine intragroup differences, include longitudinal data, and begin unpacking the mechanisms of self-management.
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机译：先前的研究将社会情感能力（SEC）与各种积极的学术和学校成果联系在一起。但是，关于SEC是否可以为不同种族/民族背景的学生提供类似的好处，尚缺乏研究证据。这项研究检查了SEC，学术成就和缺勤之间的关系是否被学生的种族/民族（White vs. Latino）所调节。参与者是大型城市学区的2,618名五年级和11年级学生；一半被标识为白人，一半被标识为拉丁裔。分析了学生SEC分数，失学，GPA，标准化的数学和阅读测试分数以及种族/民族。为了支持以前的工作，具有更高的自我管理和自我意识的学生具有更高的GPA，更高的标准化数学和阅读测试成绩以及更少的缺席情况。但是，发现了一些不同的影响：自我意识与缺勤之间的关系，负责任的决策与阅读测验分数之间的关系由种族/民族来调节，因为只有拉丁裔学生的自我管理与较少的缺勤有关，只有白人学生的负责任的决策与较高的阅读分数有关。本研究提供了有关在检查SEC与各种学术指标之间的关系时考虑种族/民族和文化因素的复杂性和重要性的观点。只有人际交往能力与种族/民族差异有关。在SEC的人际和人际框架方面，尤其是种族/民族方面，应探索更多，这可能对更广泛的教育成果产生影响。未来的研究还应该检查组内差异，包括纵向数据，并开始分析自我管理的机制。
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