The Role of Socio-Emotional Skills in Academic Resilience: A Global Analysis

• In Event: AERA Poster Session Sunday 9:45 am
  In Poster Session: Social, Cultural, and Emotional Foundations of Student Learning and Motivation

Abstract

Disadvantaged students generally perform worse than their more advantaged peers. However, some resilient students are able to break from this mold and achieve outstanding academic performance. Rooted in the Big Five Theory, this study examined the extent to which socio-emotional skills are associated with academic resilience. The dataset comprised 60,722 economically disadvantaged students from 31 countries/regions. Multilevel logistic regression was conducted. The results indicated that the socio-emotional skills of perseverance (task performance), curiosity (open-mindedness), and emotional control (emotional regulation) were positively associated with academic resilience. Surprisingly, cooperation was negatively associated with resilience, while assertiveness and stress resistance were not significantly associated with resilience. Our study enriches the extant literature on resilience by documenting the critical role of socio-emotional skills.

Authors

• Faming Wang, Zhejiang University

• Ronnel B. King, Chinese University of Hong Kong