LeBuffe, P. A., & Bryson, A. M. (2017). Academic achievement of American Indian and Alaska native students: Does social-emotional competence reduce the impact of poverty?. American Indian and Alaska Native Mental Health Research (Online), 24(1), 1.

Abstract

Social-emotional competence may be a protective factor for academic achievement among American Indian and Alaska Native (AI/AN) students. This study used Fisher’s r to Z transformations to test for group differences in the magnitude of relationships between social-emotional competence and achievement. Hierarchical linear modeling was used to determine the variance in academic achievement explained by student race, poverty, and social-emotional competence, and the schoolwide percentage of students by race. Data are from 335 students across 6 schools. This study suggests that promoting social-emotional competence among AI/AN students could be a strategy for reducing disparities in academic achievement and the consequences of these disparities.