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Multimethod Support for Using the Big Five Framework to Organize Social and Emotional Skills
Kate E Walton1, Dana Murano1, Jeremy Burrus1
1ACT, Inc., Iowa City, IA, USA.
Assessment
|September 16, 2021
Summary
Social and emotional skills (SE skills) lack a unified framework. This study shows the Big Five personality traits can organize SE skills, providing empirical support for this approach.
Area of Science:
- Psychology
- Social Sciences
- Education
Background:
- Social and emotional learning (SE) skills lack a consensus framework for organization.
- The Big Five model from personality psychology is proposed as a potential organizing framework for SE skills.
- Empirical research validating the Big Five as a framework for SE skills is limited.
Purpose of the Study:
- To provide empirical evidence for organizing social and emotional skills (SE skills) using the Big Five model.
- To investigate the overlap between SE skills and the Big Five personality traits.
- To establish the utility of the Big Five model as a comprehensive framework for SE skills.
Main Methods:
- Conducted two studies utilizing distinct methodologies: a data-driven factor analytic approach and an expert consensus approach.
- Collected and analyzed data to assess the relationship between social and emotional skills and the Big Five personality traits.
- Employed multimethod evidence to support the proposed framework.
Main Results:
- Demonstrated a significant degree of overlap between social and emotional skills and the Big Five personality traits.
- Provided empirical support for the Big Five model's capacity to organize SE skills.
- Confirmed the validity of the Big Five as a framework through both data-driven and expert consensus methods.
Conclusions:
- The Big Five model offers a viable and empirically supported framework for organizing social and emotional skills.
- The findings address the challenge of a lack of consensus in SE skill delineation.
- This research validates the integration of personality psychology and social-emotional learning frameworks.
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