Abstract
INTRODUCTION: Social and emotional (SE) skills are known to be linked to important life outcomes, many of which fall into the academic domain. For example, meta-analytic data show that the skill of Sustaining Effort is nearly or just as important for academic performance as intelligence. In a recent study with long-term tracking of high school students, those who came from schools with a strong emphasis on SE skill development were more likely to enroll in college within two years of high school graduation. Longitudinal studies like this one are rare, however. METHOD: The focus of the present study is on the SE skills of 6662 students assessed during high school and their relationship with high school academic performance, standardized college admissions test performance, and ultimately postsecondary enrollment and retention. RESULTS: We examined mean-level differences in household income, high school GPA, ACT Composite scores, and SE skills by college enrollment and retention status and found several significant differences, often favoring the enrolled or retained group. Moreover, we found support for the incremental validity of SE skills as they predicted enrollment and retention above household income, high school GPA, and ACT scores. DISCUSSION: Understanding SE skills' effects on later academic outcomes is important to help inform early SE skill intervention and development efforts in secondary and postsecondary settings. Additional implications and future directions are discussed.