Table 3 Concurrent and Longitudinal...

Table 3

Concurrent and Longitudinal Associations (Partial Correlations Controlling for Gender, Race, School, and Study Condition) of SECDS General and Individual Scales With Measures of Expected Correlates of Social-Emotional and Character Development

Measure	Prosocial Behavior	Honesty	Self-Development	Self-Control	Respect at School	Respect at Home	General
Measures Examined for Concurrent Associations with SECDS Scores^a
Engagement vs. Disaffection with Learning	.22 / .33	.22 / .38	.21 / .34	.22 / .35	.25 / .42	.16 / .37	.27 / .45
Negative School Orientation	-.14 / -.33	-.15 / -.35	-.14 / -.26	-.18 / -.37	-.11 / -.40	-.13 / -.24	-.18 / -.41
Good Friends Affiliation	.34 / .54	.31 / .53	.30 / .43	.30 / .44	.29 / .38	.23 / .41	.37 / .56
Bad Friends Affiliation	-.25 / -.31	-.22 / -.36	-.12 / -.23	-.22 / -.37	-.18 / -.38	-.13 / -.26	-.24 / -.40
Positive Belief in Moral Order	.20 / .48	.25 / .47	.22 / .41	.27 / .48	.13 / .43	.16 / .36	.27 / .53
Negative Belief in Moral Order	-.32 / -.43	-.24 / -.53	-.20 / -.35	-.34 / -.57	-.25 / -.54	-.13 / -.36	-.32 / -.58
Aggressive Problem Solving	-.25 / -.36	-.20 / -.38	-.13 / -.23	-.24 / -.44	-.22 / -.33	-.11 / -.20	-.24 / -.41
Competence Problem Solving	.20 / .40	.17 / .39	.15 / .28	.27 / .44	.17 / .38	.10 / .20	.23 / .44
Altruistic Behavior	.32 / .33	.26 / .31	.22 / .27	.25 / .26	.17 / .17	.14 / .22	.29 / .32
Positive Affect	.36 / .47	.34 / .45	.33 / .46	.27 / .36	.26 / .33	.30 / .43	.39 / .51
Negative Affect	-.09 / .04	-.04 / .09	.00 / -.06	-.08 / .05	-.06 / -.03	-.03 / -.05	-.06 / .03
Self-Esteem	.33 / .36	.26 / .31	.25 / .27	.28 / .33	.26 / .34	.25 / .38	.34 / .41
Life Satisfaction	.24 / .36	.27 / .36	.25 / .24	.25 / .36	.24 / .33	.26 / .46	.31 / .43
Measures Examined for Concurrent and Longitudinal Associations with SECDS Scores^b
Positive Health Behavior	.38 / .45 / -.05	.35 / .47 / -.01	.32 / .35 / -.09	.33 / .43 / .08	.30 / .41 / .01	.28 / .38 / .07	.42 / .51 / .01
Student Self-Report Grades	.07 / .15 / .05	.12 /. 12 / .07	.10 / .18 / .18	.12 / .15 / .09	.15 / .24 / .07	.08 / .16 / .03	.13 / .20 / .19
Depression	-- / -.16 / -.05	-- / -.12 / -.07	-- / -.14 / .00	-- / -.15 / -.09	-- / -.19 / -.06	-- / -.22 / .00	-- / -.20 / -.21
Anxiety	-- / -.16 / -.15	-- / -.16 / -.18	-- / -.11 / .-10	-- / -.18 / -.13	-- / -.17 / -.12	-- / -.14 / -.12	-- / -.19 / -.21
Substance Use Behavior	-- / -.21 / -.17	-- / -.26 / -.20	-- / -.18 / -.14	-- / -.31 / -.19	-- / -.34 / -.17	-- / -.24 / -.10	-- / -.31 / -.32
Violence Related Behavior	-- / -.33 / -.24	-- / -.31 / -.19	-- / -.23 / -.18	-- / -.41 / -.18	-- / -.39 / -.18	-- / -.28 / -.13	-- / -.40 / -.37

Measure	Prosocial Behavior	Honesty	Self-Development	Self-Control	Respect at School	Respect at Home	General
Measures Examined for Concurrent Associations with SECDS Scores^a
Engagement vs. Disaffection with Learning	.22 / .33	.22 / .38	.21 / .34	.22 / .35	.25 / .42	.16 / .37	.27 / .45
Negative School Orientation	-.14 / -.33	-.15 / -.35	-.14 / -.26	-.18 / -.37	-.11 / -.40	-.13 / -.24	-.18 / -.41
Good Friends Affiliation	.34 / .54	.31 / .53	.30 / .43	.30 / .44	.29 / .38	.23 / .41	.37 / .56
Bad Friends Affiliation	-.25 / -.31	-.22 / -.36	-.12 / -.23	-.22 / -.37	-.18 / -.38	-.13 / -.26	-.24 / -.40
Positive Belief in Moral Order	.20 / .48	.25 / .47	.22 / .41	.27 / .48	.13 / .43	.16 / .36	.27 / .53
Negative Belief in Moral Order	-.32 / -.43	-.24 / -.53	-.20 / -.35	-.34 / -.57	-.25 / -.54	-.13 / -.36	-.32 / -.58
Aggressive Problem Solving	-.25 / -.36	-.20 / -.38	-.13 / -.23	-.24 / -.44	-.22 / -.33	-.11 / -.20	-.24 / -.41
Competence Problem Solving	.20 / .40	.17 / .39	.15 / .28	.27 / .44	.17 / .38	.10 / .20	.23 / .44
Altruistic Behavior	.32 / .33	.26 / .31	.22 / .27	.25 / .26	.17 / .17	.14 / .22	.29 / .32
Positive Affect	.36 / .47	.34 / .45	.33 / .46	.27 / .36	.26 / .33	.30 / .43	.39 / .51
Negative Affect	-.09 / .04	-.04 / .09	.00 / -.06	-.08 / .05	-.06 / -.03	-.03 / -.05	-.06 / .03
Self-Esteem	.33 / .36	.26 / .31	.25 / .27	.28 / .33	.26 / .34	.25 / .38	.34 / .41
Life Satisfaction	.24 / .36	.27 / .36	.25 / .24	.25 / .36	.24 / .33	.26 / .46	.31 / .43
Measures Examined for Concurrent and Longitudinal Associations with SECDS Scores^b
Positive Health Behavior	.38 / .45 / -.05	.35 / .47 / -.01	.32 / .35 / -.09	.33 / .43 / .08	.30 / .41 / .01	.28 / .38 / .07	.42 / .51 / .01
Student Self-Report Grades	.07 / .15 / .05	.12 /. 12 / .07	.10 / .18 / .18	.12 / .15 / .09	.15 / .24 / .07	.08 / .16 / .03	.13 / .20 / .19
Depression	-- / -.16 / -.05	-- / -.12 / -.07	-- / -.14 / .00	-- / -.15 / -.09	-- / -.19 / -.06	-- / -.22 / .00	-- / -.20 / -.21
Anxiety	-- / -.16 / -.15	-- / -.16 / -.18	-- / -.11 / .-10	-- / -.18 / -.13	-- / -.17 / -.12	-- / -.14 / -.12	-- / -.19 / -.21
Substance Use Behavior	-- / -.21 / -.17	-- / -.26 / -.20	-- / -.18 / -.14	-- / -.31 / -.19	-- / -.34 / -.17	-- / -.24 / -.10	-- / -.31 / -.32
Violence Related Behavior	-- / -.33 / -.24	-- / -.31 / -.19	-- / -.23 / -.18	-- / -.41 / -.18	-- / -.39 / -.18	-- / -.28 / -.13	-- / -.40 / -.37

Notes: SECDS: Social-Emotional and Character Development Scale Correlations of |.13| and above were significant (p < .05). ^aPartial correlationsbetween SECDS scores and measures at wave 1 listed first followed by those for SECDS scores and measures at wave five (concurrent associations).

^bPartial correlations between SECDS scores and measures at wave 1 and wave 5 (concurrent associations), respectively, are listed followed by those for SECD scores at wave 1 predicting measures at wave 5 (longitudinal associations). For depression, anxiety, substance use behavior, and violence related behavior, partial correlations with SECDS scores at wave 1 are not listed because these scales were administered only at wave five. Concurrent associations: Wave one average n = 556,wave five average n = 479; longitudinal associations: wave five average n = 251.

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