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Similarities and differences in social and emotional profiles among students in Canada, USA, China, and Singapore: PISA 2015.
- Source :
-
Research Papers in Education . Aug2022, Vol. 37 Issue 4, p558-583. 26p. - Publication Year :
- 2022
-
Abstract
- Although previous research showed that discrete social-emotional skills such as empathy, motivation, and social relationships in school significantly predict achievement, students tend to use various social-emotional skills in combination. As such previous investigations cannot comment on how different combinations or profiles of students' social-emotional skills predict achievement relative to discrete skills. Likewise, little is known about cross-national comparisons of social-emotional skill profiles (SESP), and the extent to which SESP differ on their academic achievement. The purposes of this study were three-folded: 1) to determine whether a four-factor social-emotional skills model could be used for cross-national comparisons; 2) to identify social-emotional profiles in 15-year-old students from four different countries – Canada, the United States, China, and Singapore; and 3) to evaluate how different profiles predict students' reading, maths, and collaborative problem-solving (CPS) test scores. Our results showed multigroup measurement invariant in the structure, loadings, and thresholds of the four-factor social-emotional skills model. We identified three profiles labelled Sociable, Reserved and Withdrawn in Canada, Singapore, and the United States; whereas, we found three profiles labelled Solitary, Team-oriented, and Reserved in students in China. Finally, the way each profile associated with reading, maths and CPS in each country appeared to align with the cultural expectations of learning. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 02671522
- Volume :
- 37
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- Research Papers in Education
- Publication Type :
- Academic Journal
- Accession number :
- 157843734
- Full Text :
- https://doi.org/10.1080/02671522.2020.1864760