Abstract:IntroductionInvestment in academic instruction without complementary attention to the social–emotional environment of students may lead to a failure of both. The current study evaluates a proposed mechanism for change, whereby academic achievement occurs as a result of the social–emotional learning environment impacting behavioral (discipline) outcomes.MethodsWe tested the hypothesized model during each year of a 3-year intervention to determine whether the relations among these constructs held potential as a … Show more
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