Socio-emotional skills

In the competence center “Socio-emotional abilities in the educational context”, the relevance of socio-emotional and self-regulatory abilities for educational success and life success is researched from an interdisciplinary perspective. Socio-emotional and self-regulatory abilities are summarily defined as personality traits (such as conscientiousness), preferences (time preference, risk attitude, confidence), and motivational variables (such as subject-specific or vocational interests). 

Recent work demonstrates, first, the explanatory power of such socio-emotional skills as determinants of educational success (e.g., school performance, degrees attained, educational transitions) – and often incrementally beyond cognitive skills. In addition, socio-emotional skills are increasingly addressed as returns to education; first, because they are related to important life success indicators such as income or health, and second, because socio-emotional skills such as emotional stability have inherent value for individuals and society. Socio-emotional skills can be enhanced through investments in education and thus represent a possible mechanism by which education can positively influence numerous life outcome indicators (e.g., income, health, social participation).

Current research results
  • Rammstedt, B., Lechner, C., & Weiß, B. (forthcoming). Does Personality Predict Responses to the COVID-19 Crisis? Evidence from A Prospective Large-Scale Study. European Journal of Personality.
  • Grosz, M., Lemp, J., Rammstedt, B., & Lechner, C. M. (forthcoming). Personality change through arts education: A review and call for further research. Perspectives on Psychological Science.
  • Nießen, D., Danner, D., Spengler, M., & Lechner, C. M. (2020). Big Five personality traits predict successful transitions from school to vocational education: A large-scale study. Frontiers in Psychology.  
  • Danner, D., Lechner, C. M., & Rammstedt, B. (2020). A cross-national perspective on the associations of grit with career success. Compare: A Journal of Comparative and International Education, 50(2), 185–201.  
  • Lechner, C. M., Anger, S., & Rammstedt, B. (2019). Socio-emotional skills in education and beyond: Recent evidence and future avenues. In R. Becker (Ed.), Research Handbook on the Sociology of Education (pp. 427–453). Cheltenham: Edward Elgar Publishing.
  • Lechner, C. M., Miyamoto, A., & Knopf, T. (2019). Should students be smart, curious, or both? Fluid intelligence, openness, and interest co-shape the acquisition of reading and math competence. Intelligence, 76.  
  • Lechner, C. M., Danner, D., & Rammstedt, B. (2019). Grit (effortful persistence) can be measured with a short scale, shows little variation across socio-demographic subgroups, and is associated with career success and career engagement. PLoS One, 14(11), e0224814.
  • Rammstedt, B., Lechner, C. M., & Danner, D. (2018). Relationships between personality and cognitive ability: A facet-level analysis. Journal of Intelligence, 6(28).  
  • Lechner, C. M., Danner, D., Rammstedt, B. (2017). How is personality related to intelligence and achievement? A replication and extension of Borghans et al. and Salkever. Personality and Individual Differences, 111, 86–91.
  • Rammstedt, B., Danner, D., & Lechner, C. M. (2017). Personality, competencies, and life outcomes: Results from the German PIAAC longitudinal study. Large-Scale Assessments in Education [Special Issue], 5(2).
Contact at the LERN-Network