Research Topic

Do We Need Socio-Emotional Skills?

About this Research Topic

Socio-emotional skills - also referred to as socio-emotional competencies – are an umbrella term to describe a broad range of social skills (e.g., the ability to cooperate with others), motivational and self-regulatory skills (e.g., values, interests, or self-control, and personality traits (e.g., conscientiousness, emotional stability). There is growing attention in socio-emotional skills - from social researchers as well as from practitioners and politicians. Measures are included in large-scale assessments such as PISA or the Worldbank's STEP study, and broad intervention studies that aim to improve socio-emotional skills are launched in the United States and elsewhere.

But is this trend justified? Critics have argued that this trends towards studying socio-emotional skills, and in particular their inclusion in major intervention studies, may be premature. These critics have pointed to a number of questions about socio-emotional skills that have not been conclusively resolved. For example, how should socio-emotional skills best be measured, and how can their measurement be further improved? Do socio-emotional skills add incremental predictive value for educational and life outcomes beyond cognitive skills? What is the nature of the interplay between socio-emotional and cognitive skills in shaping educational and life outcomes? What theoretical frameworks or mechanism explain the links of socio-emotional skills to educational and life outcomes? And (how) can educational settings or interventions foster the development of socio-emotional skills?

This Research Topic aims to provide insights into (1) best-practices in assessing socio-emotional skills, (2) empirical and theoretical evidence for the incremental value of socio-emotional skills beyond cognitive ability, and (3) development and training of socio-emotional skills.


Keywords: socio-emotional skills, non-cognitive skills, personality, interests, assessment


Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

Socio-emotional skills - also referred to as socio-emotional competencies – are an umbrella term to describe a broad range of social skills (e.g., the ability to cooperate with others), motivational and self-regulatory skills (e.g., values, interests, or self-control, and personality traits (e.g., conscientiousness, emotional stability). There is growing attention in socio-emotional skills - from social researchers as well as from practitioners and politicians. Measures are included in large-scale assessments such as PISA or the Worldbank's STEP study, and broad intervention studies that aim to improve socio-emotional skills are launched in the United States and elsewhere.

But is this trend justified? Critics have argued that this trends towards studying socio-emotional skills, and in particular their inclusion in major intervention studies, may be premature. These critics have pointed to a number of questions about socio-emotional skills that have not been conclusively resolved. For example, how should socio-emotional skills best be measured, and how can their measurement be further improved? Do socio-emotional skills add incremental predictive value for educational and life outcomes beyond cognitive skills? What is the nature of the interplay between socio-emotional and cognitive skills in shaping educational and life outcomes? What theoretical frameworks or mechanism explain the links of socio-emotional skills to educational and life outcomes? And (how) can educational settings or interventions foster the development of socio-emotional skills?

This Research Topic aims to provide insights into (1) best-practices in assessing socio-emotional skills, (2) empirical and theoretical evidence for the incremental value of socio-emotional skills beyond cognitive ability, and (3) development and training of socio-emotional skills.


Keywords: socio-emotional skills, non-cognitive skills, personality, interests, assessment


Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

About Frontiers Research Topics

With their unique mixes of varied contributions from Original Research to Review Articles, Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author.

Topic Editors

Loading..

Submission Deadlines

30 September 2019 Manuscript

Participating Journals

Manuscripts can be submitted to this Research Topic via the following journals:

Loading..

Topic Editors

Loading..

Submission Deadlines

30 September 2019 Manuscript

Participating Journals

Manuscripts can be submitted to this Research Topic via the following journals:

Loading..
Loading..

total views article views article downloads topic views

}
 
Top countries
Top referring sites
Loading..

Comments

Loading..

Add a comment

Add comment
Back to top
);