A Developmental Cascade Modeling of Social-Emotional Adjustment, Prosocial Skills, and Academic Achievement.

Using a developmental perspective, this study explored how three strengths related to positive youth development—social-emotional adjustment (SEA), prosocial behavior (PB), and academic competence (AC)—influenced each other over time. The analysis used data from the second National Survey of Child and Adolescent Well-Being (NSCAW II), focusing on 1,046 youth aged 6 to 18, assessed at three different time points. A Random Intercept Cross-Lagged Panel Model (RI-CLPM) was used to explore within-person developmental dynamics among SEA, PB, and AC over time. Distinct developmental patterns emerged across three educational stages: elementary, transition, and secondary school. Among elementary school students, early SEA predicted increased PB at the mid-point, which in turn supported later AC. During the transition to middle school, early SEA positively influenced both PB and AC. Among secondary school students, early SEA promoted mid-term PB, which subsequently reinforced later SEA. These findings highlight the critical role of early social-emotional adjustment in promoting prosocial behavior and academic competence across school stages and underscore the mediating function of prosocial behavior during both elementary and secondary school periods.