This research examined the extent to which students' social-emotional skills during middle childhood (age ∼ 11 years) mediated longitudinal associations between literacy and numeracy skills measured at school entry (age ∼ 5 years) and early secondary school (age ∼ 12 years). Among 20,814 Australian students from the New South Wales Child Development Study , multi-level mediation analyses examined the indirect effect of Language and Cognitive skills (school-based; from Kindergarten teacher-report on the Australian Early Development Census ) on reading and numeracy attainment (standardised scores from the Year 7 National Assessment Program–Literacy and Numeracy ), through students' self-reported Self-Awareness and Self-Management (from the Middle Childhood Survey–Social-Emotional Learning in Year 6). Significant, partial mediation by Self-Awareness accounted for 37–40 % of the effect of early skills on later attainment, suggesting early skills may inform students' academic confidence, which then supports their achievement. Independent contributions of cognitive and social-emotional skills to achievement endorses formal teaching of both domains. • School-entry Language and Cognitive Skills (school-based) predict early secondary school academic achievement. • Late primary school social-emotional skills also predict secondary school academic achievement. • Self-Awareness partly mediates the association of early cognition with later achievement. • Self-Management predicts later achievement, independently of school-entry cognition. • Integrated social-emotional and academic learning at school may maximise student achievement.

This study examined profiles of need satisfaction and frustration among secondary school students ( N = 548) in physical education, stability over two months' time, and associations with students' motivation. Using a bifactor exploratory structural equation model, we examined students' global need fulfillment alongside specific autonomy, competence, and relatedness satisfaction and frustration. We contribute to theory in two ways. First, we identified meaningful subpopulations of secondary school physical education students. Global need fulfillment explained differences for the majority of students (Profile 3; 61.6%), displaying a need-based in-tandem pattern associated with adaptive motivational outcomes. However, the inclusion of specific need satisfaction and frustration components uncovered two important subgroups (Profile 2, 33.0%; Profile 1, 5.4%) characterized by slightly (Profile 2) and more (Profile 1) unbalanced profiles. These subgroups, associated with maladaptive outcomes, would have been overlooked using only global measures. Second, profile membership proved to be highly stable within students over a relatively short period. The most valuable implication for education is that negative motivational outcomes (i.e., controlled motivation and amotivation) can be driven by various combinations of need-based experiences. Teachers could experiment with a wide range of motivational behaviors ( Ahmadi et al., 2023 ) to counter negative motivational outcomes. However, for a subgroup of students (33.0%; Profile 2), characterized by higher levels of controlled motivation, especially those behaviors that aim to diminish relatedness frustration may be helpful. Teachers can, for instance, refrain from rejecting these students and show them unconditional regard. For another group of students (5.4%; Profile 1), characterized by higher levels of amotivation, especially those behaviors that aim to diminish autonomy frustration, may be effective. Teachers can, for instance, refrain from pressuring these students, use inviting language, allow their input or choice, or teach in students' preferred ways. Teachers could target specific students who need it the most, in pursuit of transitioning more students into more highly fulfilled profiles. Such experiments are particularly valuable, as students who feel more controlled or amotivated compared to their peers may demand a disproportionate share of the teacher's classroom management efforts. • Using a bifactor ESEM, we studied students' global and specific components of need satisfaction and frustration • The global component explained differences for most students (Profile 1, 61.6%), representing a balanced profile • Specific need satisfaction and frustration components revealed Profile 2 (33.0%) and Profile 1 (5.4%) as unbalanced • Profile 1 was associated with adaptive outcomes, whereas Profiles 2 and 3 were associated with maladaptive outcomes • Profile membership remained highly stable (91.2%) within students over two months

The present study examined sex differences in prior conceptual knowledge, socio-emotional factors, self-regulated learning, and grade point average (GPA) among first-year students in mathematics-intensive STEM programs ( n = 2074, 342 female). At entry to university, women scored lower than men on tests of conceptual knowledge in math ( d = -0.51) and physics ( d = -0.88). During their first university year, women experienced higher levels of belonging uncertainty ( d = 0.41) and stress ( d = 0.70). In their first-year exams, women obtained a slightly lower GPA than men ( d = -0.23). Hierarchical multiple regressions revealed that prior conceptual knowledge and grades, followed by socio-emotional factors and self-regulation, were independently predictive of first-year GPA. The effect of sex on first-year GPA was eliminated when either of these factors or their combination were included. The sex difference in first-year GPA was small, given the initial differences in prior knowledge. We discuss processes enabling students to compensate for lower prior knowledge as well as socio-emotional costs. In a large sample of first-year university students in mathematics-intensive STEM fields, we found that women entered university with lower prior knowledge in math and physics, reported higher belonging uncertainty and stress during their first year, and obtained lower grades at the end of their first year. Yet, the sex difference in prior knowledge was much larger than the sex difference in first-year grade point average (GPA), demonstrating that women were able to compensate. The statistical analyses help to understand the interplay of sex, relevant prior knowledge, was well as socio-emotional factors and self-regulation, for first-year university STEM students' achievement. On a practical level, our findings point towards the importance of supporting students of any sex or gender in compensating for lacks in relevant prior knowledge. • We tested and surveyed a large sample of first-year university students in mathematics-intensive STEM fields ( n = 2074) • Women had lower prior knowledge, reported more negative socio-emotional experiences, and obtained lower grades. • The effect of sex on first year GPA was eliminated when either prior knowledge or socio-emotional factors were included. • Sex differences were much larger in prior knowledge than in first-year grades, i.e., women were able to compensate. • Findings point towards the importance of supporting students in compensating for lacks in relevant prior knowledge.

We address the lack of validated measures of intraindividual variability in constructs relevant to academic achievement by presenting 13 state scales, categorized into three domains: affect (challenge and threat affect, general positive and negative affect, academic self-esteem), learning experiences (task enjoyment, task involvement, study success, and study failure), and study-related appraisals (study satisfaction, academic self-efficacy, challenge and threat construal). After a pilot study, we refined the scales using two experience sampling studies ( N Study1 = 243, N Study2 = 306), each involving five daily measurements over ten days, a baseline assessment and grade collection. The final scales demonstrated good reliabilities (ω w ≥ 0.65; ω b ≥ 0.74) and effectively captured intraindividual variability ( iSD = 0.48–1.08). Evidence for validity included correlations with trait measures and grades. Moreover, in Study 2, multivariate multilevel CFAs revealed substantial shared within-person variance among constructs within the same domain. The pursuit of academic goals involves constant change, as students' affective states, and study-related appraisals vary in response to evolving situations, such as learning experiences. Measuring such intraindividual variability is critical to understanding the underlying processes that drive academic performance, but it is hampered by the lack of validated state measures. Addressing this issue, we developed 13 state scales and demonstrated their within- and between person reliability and validity. These state scales will facilitate understanding dynamic processes in academic achievement. • We present 13 three- to four-item state scales relevant to academic achievement. • All scales demonstrated good within- and between-person reliability. • Correlations with corresponding baseline traits demonstrated convergent validity. • Multivariate multilevel CFAs validated the scales' trait and state components. • We report correlations of the scales' within-person means with grades.

This study investigated 1) the development of early numeracy (EN) across kindergarten and Grade 1, 2) parental socioeconomic factors contributing to EN development, and 3) the predictive value of EN development for mathematics achievement mid-primary school. The sample included 1252 children. EN was measured bi-annually between mid-kindergarten Year 1 and end Grade 1. Latent growth curve modeling revealed non-linear development of EN, with stronger growth throughout kindergarten and a flattening curve in Grade 1, without reaching ceiling. Lower maternal education level and migration background were associated with lower EN at baseline but also greater improvement over time. Higher baseline EN and growth positively predicted mathematics achievement in mid-primary school. Findings confirm significant EN development throughout early grades, but learning gains are not optimal in the current informal setting. Implications for early screening and intervention to address insufficient foundational skills, and promote later mathematics achievement, are addressed. • Growth trajectories for early numeracy development were examined longitudinally from mid-Kindergarten until end of Grade 1. • The predictive value of early numeracy for mathematics achievement mid-primary school is demonstrated. • Latent growth curve modeling reveals accelerated growth in Kindergarten followed by decelerated growth in Grade 1. • Children from lower maternal education levels and migration backgrounds show significant improvement over time. • The absence of a ceiling effect suggests suboptimal development, highlighting the need for early screening or intervention.