SEL-7200 v1

Bi, S., Buontempo, J., & DiSalvo, R. W. (2022). The effects of accelerated mathematics on self-efficacy and growth mindset, Economics of Education Review, 90, 102288. https://doi.org/10.1016/j.econedurev.2022.102288
This article explores the links between students’ educational investment decisions and how they are influenced by their expected return on their study effort and their increased chances of success.

Cheong C. M., Yao, Y., & Zhang, J. (2023). Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels. Assessing Writing, 58, 100785. https://doi.org/10.1016/j.asw.2023.100785.
This research showed that having a growth mindset was positively associated with enjoyment toward second language writing and negatively associated with anxiety.

Cherewick, M., Lebu, S., Su, C., Richards, L., Njau, P. F., & Dahl, R. E. (2021). Promoting gender equity in very young adolescents: targeting a window of opportunity for social emotional learning and identity development. BMC Public Health, 21(1), 1–18. https://doi.org/10.1186/s12889-021-12278-3
Studying the early adolescent age for connections between using SEL as a means of impacting to improve SE mindsets in the development of gender identity in students.

Gruijters, R. J., Raabe, I. J., & Hubner, N. (2024). Socio-emotional skills and the socioeconomic achievement gap. Sociology of Education, 97(2), 120–147. https://doi.org/10.1177/00380407231216424
Ties between the social emotional skills and socioeconomic factors of a family are discovered, impacting perhaps up to 8.8 percent of the SES achievement gap.

Vestad, L., & Tharaldsen, K.B., (2022). Building social and emotional competencies for coping with academic stress among students in lower secondary school. Scandinavian Journal of Educational Research, 66(5), 907-921. https://doi.org/10.1080/00313831.2021.1939145
Research with adolescents regarding learning to use SEL interventions in order to cope with academic stress.

Wang, M.-T., Scanlon, C. L., McKellar, S. E., & Ye, F. (2024). A multi-informant study on teachers’ mindset, classroom practices, and student well-being. Learning & Instruction, 91, 101875. https://doi.org/10.1016/j.learninstruc.2024.101875
A student’s ability mindset is associated with their academic success, but less is known about how teachers' ability mindset and classroom practices promote student well-being. This research studies the ways that a self-reported positive teacher mindset affects emotional well-being and academic success.

West, M. R., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R. H., & Rice, A. B. (2020). Trends in student social-emotional learning: Evidence from the first large-scale panel student survey. Educational Evaluation and Policy Analysis, 42(2), 279–303. https://doi.org/10.3102/0162373720912236
Response to a grades 4-12 self-report study showing links between self-efficacy, growth mindset, social awareness, and self-management.

Yu, J., Kreijkes, P., & Salmela-Aro, K. (2022). Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate. Learning & Instruction, 80, 101616. https://doi.org/10.1016/j.learninstruc.2022.101616
Research was conducted with 10-year-old students regarding what kind of teaching strategies and assignments promote a growth mindset in them.