Social and Emotional Skills for Better Lives.

Intro -- Preface -- Foreword -- Acknowledgements -- Reader's guide -- What is the Survey on Social and Emotional Skills? -- Which social and emotional skills are covered in SSES? -- How were these skills measured? -- Who participated in SSES? -- How to interpret findings in this report -- Average across sites -- Standardised differences -- Standard errors -- Statistically significant findings -- Rounding -- Abbreviations -- Additional technical information -- References -- Executive summary -- There are disparities in social and emotional skills by students' age, gender and family background -- Students reported lower levels of most social and emotional skills in 2023 than in 2019 in the two sites that participated in both years -- Girls report less healthy behaviours and lower levels of life satisfaction and psychological well-being than boys, however they tend to be more ambitious -- Most 15-year-olds are not getting enough sleep which can negatively impact their well-being -- Students with lower social and emotional skills tend to have poorer well-being outcomes -- Students with higher task performance skills and curiosity achieve greater academic success -- Students with higher open-mindedness and task performance skills are more prepared and more ambitious for their future education and career -- There are high levels of ambition among students, including among disadvantaged students -- Students are identifying career paths that align with their social and emotional skills -- SSES 2023 key results (infographic) -- 1 Measuring to enhance social and emotional skills -- Why an international survey on social and emotional skills? -- What's new in SSES? -- Application of this report's findings to policy and practice -- References -- 2 Social and emotional skills across socio-demographic groups.

Social and emotional skills are inequitably distributed -- Age -- Younger students report higher levels of most social and emotional skills compared to older students -- Older students tend to report lower trust, energy and optimism compared to younger students -- Older students also tend to report lower sociability -- Older students also typically report lower persistence, stress resistance and responsibility -- Older students tend to report higher empathy and tolerance than younger students -- Older students tend to report higher levels of other skills, but these gaps tend to be smaller and there are many exceptions -- Gender -- Girls and boys evaluate their social and emotional skills differently and these differences are more pronounced at age 15 -- Boys tend to report higher emotional regulation skills, energy, trust, sociability, and self-control compared to girls -- Girls tend to report higher tolerance, achievement motivation, empathy and responsibility compared to boys -- Boys tend to report higher creativity and assertiveness, however these gaps tend to be smaller than for other skills and there are exceptions -- For curiosity and persistence, there are no consistent gender differences -- Gender gaps widen between ages 10 and 15 for most skills and these shifts tend to favour boys -- Economic, social and cultural status -- Migration background -- Annex 2.A. Chapter 2 Tables -- References -- Notes -- 3 Well-being and health -- Building health and well-being through social and emotional skills -- Differences in well-being and health outcomes by student characteristics -- Boys and advantaged students report better well-being and health than girls and disadvantaged students -- Health behaviours.

Health behaviours predict well-being and many students report insufficient sleep and physical exercise, skipping breakfast and eating too little fruits and vegetables -- Boys and advantaged students tend to report healthier behaviours, however girls say they smoke cigarettes or drink alcohol more than boys in some sites -- Optimism, energy, and task performance skills most strongly predict health behaviours -- Health behaviours are more strongly associated with sociability for boys than for girls -- Body image -- Most students are content with their bodies, but around one-third struggle with some aspect of their body image -- Girls have worse body image than boys in most sites -- Optimism, energy, and stress resistance relate most strongly to body image -- Girls' body image relates to optimism even stronger in comparison to boys -- Life satisfaction -- Most students say they are satisfied with their lives, however more than one-in-ten say they are not satisfied -- Life satisfaction in Helsinki (Finland) and Bogot a (Colombia) developed differently between 2019 and 2023 -- Emotional regulation skills, energy, and trust are the strongest predictors of life satisfaction -- For girls, higher energy, optimism, and emotional control predict life satisfaction even more strongly than for boys -- Satisfaction with relationships -- Around eight in ten students say they are satisfied with their relationships with parents and friends, while six in ten say the same about their relationships with teachers and classmates -- Boys are more satisfied with their relationships than girls in most sites -- Higher optimism, trust, and task performance skills are most positively related to students' greater satisfaction with their relationships -- Current psychological well-being.

Almost two-thirds of students felt cheerful and in good spirits, calm and relaxed, active and vigorous, and that their daily life has been filled with things that interest them more than half of the time during the past two weeks -- Girls report lower current psychological well-being than boys in almost every site -- Emotional regulation skills and energy have the strongest association with students' current psychological well-being -- Test and class anxiety -- Half or more students express test or schoolwork related worries -- Girls report higher levels of test and class anxiety than boys -- Higher emotional regulation skills and energy predict lower test and class anxiety most strongly, while higher achievement motivation and empathy can be associated with greater levels -- Well-being and health resilience -- Around one-in-ten disadvantaged students across sites are resilient in their well-being and health -- Students resilient in their well-being and health report higher levels of all but one skill -- Annex 3.A. Chapter 3 Tables -- References -- Notes -- 4 Educational success and career prospects -- Social and emotional skills predict educational success -- Students' academic success: grades and levels of absence and tardiness -- Students with higher task performance skills and curiosity tend to achieve greater academic success -- Students who report higher tolerance, empathy and trust tend to have better academic outcomes -- Students with higher levels of assertiveness achieve higher grades -- Academic assessments can also assess students' social and emotional skills -- Creativity tends to be more strongly associated with better performance in reading and arts than mathematics -- Students with higher sociability tend to achieve poorer grades and have higher levels of absenteeism and tardiness in a minority of sites.

Preparing for the future: take-up of career development activities -- Most students have taken part in multiple career development activities -- Disadvantaged students are less prepared for their future education and career than their advantaged peers -- Students with higher levels of social and emotional skills - particularly creativity and curiosity - undertake more career development activities -- Ambitions for the future: expectations to complete tertiary education and have a managerial or professional career -- Most students are ambitious for their future education and career -- Girls tend to be more ambitious for their future education and career than boys -- Students with higher levels of open mindedness skills and task performance skills are more ambitious for their future education and career -- Students' career plans: expectations to have in-demand careers or start a business -- Students with higher levels of curiosity and creativity are more likely to expect a career in the ICT, science and engineering sector -- In a minority of sites, students with lower levels of engaging with others skills are more likely to expect a career in the ICT, science, and engineering sector -- Students with higher levels of curiosity, task performance skills and empathy are more likely to expect a career in the health sector -- Students with higher levels of engaging with others skills, optimism and creativity are more likely to expect to start their own business -- Annex 4.A. Chapter 4 Tables -- References -- Notes -- Annex A. Technical background -- Construction of social and emotional skill assessment scales -- Acquiescent response style -- Trend scales -- Cross-site comparability of social-emotional assessment scales -- Construction of background indices -- Student-level simple indices -- Student age -- Gender -- Grades -- Parents' level of education.

Parents' highest occupational status.

Social and Emotional Skills for Better Lives presents results from the OECD's Survey on Social and Emotional Skills (SSES) 2023. SSES is the largest international effort to collect data on these skills among 10- and 15-year-old students.The report explores how the following skills differ by socio-demographic groups and how they relate to key life outcomes: task performance skills (persistence, responsibility, self-control and achievement motivation); emotional regulation skills (stress-resistance, emotional control and optimism); engaging with others skills (assertiveness, sociability and energy); open-mindedness skills (curiosity, creativity and tolerance); and collaboration skills (empathy and trust).The results show that students' social and emotional skills - or 21st century skills - are linked to better life outcomes, including academic success, greater life satisfaction, healthier behaviours, less test and class anxiety, and more ambitious career plans. The Survey also finds that these skills are inequitably distributed among students by age, gender, and socio-economic background.SSES 2023 was conducted in Bulgaria, Chile, Peru, Spain, Mexico, Ukraine, Bogotá (Colombia), Delhi (India), Dubai (United Arab Emirates), Emilia-Romagna (Italy), Gunma (Japan), Helsinki (Finland), Jinan (China), Kudus (Indonesia), Sobral (Brazil) and Turin (Italy). Results are compared to SSES 2019, which took place before the COVID-19 pandemic.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2025. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.