Related Experiment Video
Updated: Jan 10, 2026
08:33
A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
Published on: September 4, 2019
7.4K
Students' Socio-Emotional Skills and Academic Outcomes After the PROMEHS Program: A Longitudinal Study in Two
Baiba Martinsone1, Celeste Simões2,3, Liberato Camilleri4
1Department of Psychology, University of Latvia, LV-1586 Riga, Latvia.
Behavioral Sciences (Basel, Switzerland)
|November 27, 2025
Summary
Developing socio-emotional skills positively impacts students' academic performance, even during crises like the COVID-19 pandemic. Conversely, a decline in these essential skills negatively affects learning outcomes across all student groups.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Public Health
Background:
- Socio-emotional skills are linked to student adjustment and academic success.
- The protective effect of socio-emotional skills during global crises remains under-researched.
- The COVID-19 pandemic provided a unique context to study these effects.
Purpose of the Study:
- To evaluate longitudinal changes in students' socio-emotional skills and academic outcomes.
- To assess the protective role of socio-emotional learning during the COVID-19 pandemic.
- To examine the impact of the Promoting Mental Health at Schools (PROMEHS) program.
Main Methods:
- Longitudinal study involving 3166 students (aged 7-17) from Latvia and Portugal.
- Teacher surveys using the SSIS-SEL teacher form.
- A three-item measure for academic motivation, engagement, and performance.
Main Results:
- Growth in socio-emotional skills positively impacted academic outcomes.
- Declines in socio-emotional skills detrimentally affected academic outcomes.
- These effects were consistent across experimental/control groups, genders, educational levels, and countries.
Conclusions:
- Socio-emotional skills are crucial for maintaining academic outcomes during challenging periods.
- Increased socio-emotional skills showed a stronger positive association with academic success in upper secondary students.
- The PROMEHS program's context allowed for assessing socio-emotional learning's resilience.
More Related Videos
10:58Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
Published on: August 28, 2021
4.9K
07:32Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
Published on: February 10, 2016
9.8K
Related Concept Videos
02:20Longitudinal Research
13.0K
Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
13.0K
01:26Longitudinal Studies
454
Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...
454
03:00Self-Evaluation: Self-Enhancement and Self-Verification
5.7K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.7K
01:30Socioemotional Experience and Gender Development
252
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
252
01:27Ethnic Identity within a Larger Culture
217
Adolescents from ethnic minority backgrounds face a multifaceted journey in forming their identities, shaped by the intersections of cultural expectations and personal exploration. For these adolescents, identity formation involves not only typical developmental challenges but also navigating the perceptions and attitudes of the majority culture. As they grow, adolescents in ethnic minority groups often become increasingly aware of stereotypes, social biases, and discrimination, all of which...
217
01:50Cross-Sectional Research
12.3K
In cross-sectional research, a researcher compares multiple segments of the population at the same time. If they were interested in people's dietary habits, the researcher might directly compare different groups of people by age. Instead of following a group of people for 20 years to see how their dietary habits changed from decade to decade, the researcher would study a group of 20-year-old individuals and compare them to a group of 30-year-old individuals and a group of 40-year-old...
12.3K