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STUDY ON SOCIAL AND EMOTIONAL SKILLS - an OVERVIEW -

STUDY ON SOCIAL AND EMOTIONAL SKILLS - an OVERVIEW -. Dr Milo š Kankaraš Directorate for Education and Skills, OECD. Overview of OECD assessment studies: target populations and assessed skills. International Early Learning Study (IELS). International Assessment of Adult Competences (PIAAC).

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STUDY ON SOCIAL AND EMOTIONAL SKILLS - an OVERVIEW -

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  1. STUDY ON SOCIAL AND EMOTIONAL SKILLS- an OVERVIEW - Dr Miloš Kankaraš Directorate for Education and Skills, OECD

  2. Overview of OECD assessment studies: target populations and assessed skills International Early Learning Study (IELS) International Assessment of Adult Competences (PIAAC) Study on Social and Emotional Skills (SSES) SSES & PISA 10 year olds 16 - 65 year olds 15 year olds 5 year olds

  3. Study topics Assessment of SE skills Factors in peer environment Background Life outcomes Factors in school Relationships with friends and classmates Relevant characteristics of school and wider community environment Student and family background Academic achievement health and personal well-being Relevant characteristics of family environment Factors at home Children’s social and emotional skills will be assessed

  4. Selected skills STRESS RESISTANCE SELF-CONTROL RESPONSIBILITY OPTIMISM PERSISTENCE EMOTIONAL CONTROL • ADDITIONAL INDICIES EMPATHY ACHIEVEMENT MOTIVATION TRUST COLLABORATION SELF-EFFICACY CO-OPERATION OPEN-MINDEDNESS SOCIABILITY TOLERANCE ASSERTIVENESS CURIOSITY ENERGY CREATIVITY 15 skills selected for the initial testing 2 additional indices will be calculated Grouped in 5 broad domains corresponding to the Big Five model

  5. Sample selection Target population Two age groups of school students: 10-year-olds and 15-year-olds Sample size 3,000 students for each of the two age groups in each participating city or country Sample design Initial random selection of schools A follow-up random selection of students within selected schools

  6. Participating cities and countries Sintra, Portugal Helsinki, Finland Ottawa, Canada Moscow, Russia Houston, USA Daegu, South Korea Manizales, Colombia Bogota, Colombia Suzhou, China Instanbul, Turkey

  7. Phases of the study Jan-Sept 2020 Analysis & Reporting April 2018 Item trials Oct/Nov 2019 Main study Oct/Nov 2018 Field test 2016/2017 Design & preparation Testing of initial set of direct and indirect set of items. Conceptual frameworks, survey documentation, instrument development Delivery of the main study Full test of instruments and study procedures. Data analyses and report drafting

  8. Reliabilities of assessment scales Student – Direct Assessment

  9. Relationship of SE skills with students’ gender

  10. Relationship of SE skills with students’ socio-economic background

  11. Influence of students’ environment – Neighbourhood safety

  12. Influence of students’ environment – Problems with parents

  13. Influence of students’ environment – Classroom climate

  14. Importance of SE skills – Higher academic aspirations

  15. Importance of SE skills – Higher entrepreneurship

  16. Importance of SE skills – Better health

  17. Importance of SE skills – Higher life satisfaction

  18. Contact us Visit our website: http://www.oecd.org/education/ceri/ TheStudyOnSocialAndEmotionalSkills.htm Information about the Study Study brochures Study documents Related OECD projects and publications News and events Directorate for education and skills Study on Social and Emotional Skills • Milos.Kankaras@oecd.org

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