BEYOND ACADEMIC LEARNING

BEYOND ACADEMIC LEARNINGFirst results from the OECD Survey of Social and Emotional Skills

Salzburg Global Seminars

Andreas Schleicher, Director for Education and Skills

Many disconnects

Financial economy

Infinite growth imperative

Gross domestic product

The wealthy

Technology

Governance

Real economy

Finite resources of planet

Well-being of people

The poor

Social needs

Voicelessness of people

Can the SDGs provide a shared vision of humanity, the missing piece of the globalization puzzle and the glue that can counter the centrifugal forces in our age of accelerations?

Natural disasters

Pandemics

Artificial Intelligence

Economic shocks

(cyber)war

Energy cutsInternet disrupted

Ageing

Data breaches

Climate change

Imp

act

Uncertainty

The future will continue to surprise us!

0

10

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30

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60

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100

Climate change andglobal warming

Equality betweenmen and women in

different parts of theworld

International conflicts Causes of poverty Migration (movementof people)

Hunger ormalnutrition in

different parts of theworld

Global health (e.g.epidemics)

%Principals who reported that there is a formal curriculum for the following topics:

Global issues covered in the curriculum (PISA, OECD average)

Fig VI.7.8

Based on principals' reports

0 10 20 30 40 50 60 70 80 90 100

"I think my behaviour can impactpeople in other countries"

"I can do something about theproblems of the world"

"It is right to boycott companies thatare known to provide poor…

"When I see the poor conditions thatsome people in the world live…

"I think of myself as a citizen of theworld"

"Looking after the globalenvironment is important to me"

Percentage of students who agreed or strongly agreed with the following statements:

Students’ agency regarding global issues (PISA, OECD average)

Fig VI.5.1a

To thrive in the VUCA world, students need to learn tonavigate oneself towards the world of well-being- well-beingof oneself, of others and of the planet.

It is about making your own decisions rather than having others

decide for you; actingrather than to be acted

upon; it’s about shaping your own future

Student Agency: • the belief that students have the

will and the ability to positively influence their own lives and the world around them.

• the capacity to set a goal, reflect and act responsibly to effect change.

Chile

Montenegro

Japan

Mexico

Kazakhstan

Hungary

France

Canada

Serbia

Macao (China)

Jordan

United States

Argentina

Denmark

Malaysia

LebanonMorocco

Ireland

Ukraine

Brunei Darussalam

Slovenia

Israel

Qatar

Italy

Australia

Peru

Croatia

Germany

Panama

Malta

Dominican Republic

AustriaRussia

Albania

Czech Republic

Iceland

Bulgaria

Estonia

Sweden

LatviaSwitzerland

Singapore

Korea

Moldova

New Zealand

Hong Kong (China)

Colombia

Turkey

NetherlandsLithuania

Georgia

B-S-J-Z (China)

Bosnia and Herzegovina

Thailand Baku (Azerbaijan)

Romania

Finland

Poland

Kosovo

Portugal

BrazilCosta Rica

United Arab Emirates

Slovak Republic

Uruguay

Indonesia

Chinese Taipei

Saudi Arabia

Greece

Philippines

Luxembourg

Belarus

United Kingdom

R² = 0.47

330

380

430

480

530

25 35 45 55 65 75 85

Av

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Percentage of students who disagreed or strongly disagreed that their intelligence cannot change very much (%)

OE

CD

avera

ge

OECD average

Growth mindset and reading performance

Fig II.14.3

More students holding a growth mindset

Hig

he

r pe

rform

ance

Similar relationship within most countries (Figure III.14.2)

-0.05

-0.04

-0.03

-0.02

-0.01

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Motivation to mastertasks

Self-efficacy Fear of failure Learning goals Value of school

Ch

an

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he in

dex

Growth mindset and student attitudesChange in the following indices when students disagreed or strongly disagreed that "your intelligence is something about you that you can’t change very much“:

Fig III.14.5

All linear regression models account for

students' and schools' socio-economic profile



SELF-EFFICACY

OTHER OUTCOMES

ACHIEVEMENT MOTIVATION

EMOTIONAL REGULATION

TASK PERFORMANCE

EMPATHY

TRUST

CO-OPERATION

ENGAGING WITH OTHERS

COLLABORATION

OPEN-MINDEDNESS



COLLABORATION

OPEN-MINDEDNESS

Educational attainment Physical health

Social cohesionSocial Relations

Employment prospects

Civic engagement

Well-being and life satisfaction

The survey also collected a range of contextual data

12

Participating cities in the SSES

13

Participating cities in the SSES

The survey collects information on social and emotional skills from 10- and 15-year-old school students

Two stage random sampling design to select surveyedschools and students within each participating city

3,000 students per age group selected across 10 participating cities

SOCIAL AND EMOTIONAL SKILLS AND ACADEMIC SUCCESSSocial and emotional skills are not just important in their own right. They are also important predictors of school grades across age cohorts, subjects, and cities

-0.10

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Responsibility Persistence Stress resistance Trust Curiosity Creativity Sociability

Task performance Emotional regulation Engaging with others

Mathematics Arts

Stan

dar

dis

edef

fect

Amongst 15-year-olds, some skills are positively related, and others are

negatively related to students' academic performanceAverage relationship between social and emotional skills and school performance, after accounting for gender, socio -

economic status, and scores in the cognitive ability test - 15-year-olds

Task performance Emotional Regulation Collaboration Open-mindedness Engaging with others

15Figure 2.1

AGE, GENDER AND SOCIAL BACKGROUND

17

On average, younger students report higher levels of almost all

social and emotional skillsAge differences in social and emotional skills (15-year-olds – 10-year-olds)

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Task performance Emotional regulation Collaboration Open-Mindedness Engaging with others Other outcomes

Sta

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15-year olds students report higher ...


Task performance Emotional Regulation Collaboration Open-mindedness Engaging with others Other outcomesFigure 1.1

10-year-olds students report higher ...


Standardised differences (e.g. 15-year-old girls – 10-year-old girls) (international average)

18

Figure 1.6

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Boys

Boys Girls

Task performance Emotional Regulation Collaboration Open-mindedness Engaging with others Other outcomes



On average, younger students report higher levels of almost all

social and emotional skills

The decline is steeper for girls

Boys and girls evaluate their strengths differently

20

Boys and girls evaluate their strengths in social and emotional skills

differently Standardised gender differences (e.g. 15-year-old girls – 15-year-old boys) (international average)

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10-year olds 15-year olds

Girls report higher...

Boys report higher...


Figure 1.3

Social background

22

Students with higher socio-economic status tend to report higher skills

Difference in skill level between students in the top vs. bottom quarter of socio-economic status

-1.00

-0.80

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-0.40

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Sta

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10-year-olds 15-year-olds

Socio-economically advantaged students report higher...

Socio-economically disadvantaged students report higher...


Figure 1.7

23

For 15-year-olds, differences in skills related to socio-economic status

are most prominent in the domain of open-mindedness

Differences in social and emotional skills by socio-economic status, 15-year-olds

Note: Results are similar for younger students

-1.00

-0.80

-0.60

-0.40

-0.20

0.00

0.20

0.40

0.60

0.80

1.00

Bogota Daegu Helsinki Houston Istanbul Manizales Moscow Ottawa Sintra Suzhou

Sta

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ize

d d

iffe

ren

ce

Open Mindedness

Tolerance Curiosity Creativity

Socio-economically advantaged students report higher...

Socio-economically disadvantaged students report higher...

Open-mindedness

Figure 1.8

Students with high socio-economic status report a larger decline

in social and emotional skills from age 10 to 15Differences in social and emotional skills across age cohorts for the same socio-economic status

-1.00

-0.80

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Socio-economically advantaged Socio-economically disadvantaged




24Figure 1.10

15-year-old students report higher ...

10-year-old students report higher ...

CREATIVITY AND CURIOSITYStudents who think of themselves as highly creative tend to also report high levels of intellectual curiosity and persistence, two skills that are likely to play an important role in creative achievements, big and small.

0

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Percentage of high-creativity students also reporting a high level of…

Em

pa

thy

%

Students who report high levels of creativity exhibit higher levels of

other social and emotional skillsA profile of 15-year-old students reporting high levels of creativity

26Figure 4.1

Cu

riosi

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Pe

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En

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Tole

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Co

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%

Pe

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Similarly, students who report high levels of curiosity exhibit higher

levels of other social and emotional skillsA profile of 15-year-old students reporting high levels of curiosity

Curious students also tend to be more tolerant,

co-operative and persistent

More than half the students in the top 25% of

curiosity are also in the top 25% of creativity 27Figure 4.2

Cre

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Tole

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Bogota Daegu Helsinki Houston Istanbul Manizales Moscow Ottawa Suzhou

Student Parent Teacher

mean scale difference (students

and parents)

mean scale difference (teachers)

Between cohorts,

most cities show

a decline around

20-40 score

points in creativity

levels

28Figure 4.3

Parent and educator ratings confirmed the dip in creativity as

students grow olderAge gaps in creativity

Between the age 10 to 15, girls develop a more negative self-

concept of creativity and curiosity than boys

-30 -20 -10 0 10 20

International average

Bogota

Daegu

Helsinki

Houston

Istanbul

Manizales

Moscow

Ottawa

Sintra

Suzhou

Creativity 10-year-olds

15-year-oldsmean scale difference

-30 -20 -10 0 10 20 30

Curiosity mean scale difference

The gender gap in curiosity and creativity, among 10- and 15-year-olds

29Figure 4.5

Boys score higher Boys score higherGirls higher Girls score higher

Participation in sports and arts outside of school is lower amongst

15-year-olds

0

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75

100

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Sports Arts%

10-year-olds 15-year-olds

Share of students participating in sports and arts activities outside of school, among 10- and 15-year-olds

30Figure 4.7

Students participating in art activities reported higher levels

of creativity and curiosity

0 10 20 30 40 50

Internationalaverage

Bogota

Daegu

Helsinki

Houston

Istanbul

Manizales

Moscow

Ottawa

Sintra

Suzhou


15-year-olds

mean scale difference

Students participating in extracurricular art activities rated themselves higher than others

0 10 20 30 40 50


Students participating in extracurricular art activities rated

themselves higher than others

Difference in skill scores, by participation in sports and arts activities, accounting for socio-economic status and gender

31Figure 4.8

0 10 20 30 40 50


Students participating in extracurricular sports activities rated

themselves higher than others

0 10 20 30 40 50

International average

Bogota

Daegu

Helsinki

Houston

Istanbul

Manizales

Moscow

Ottawa

Sintra

Suzhou


15-year-olds

mean scale difference

Students participating in extracurricular sports activities rated themselves higher than others

32Figure 4.8

Difference in skill scores, by participation in sports and arts activities, accounting for socio-economic status and gender

Students participating in sport reported higher levels

of creativity and curiosity

SOCIAL RELATIONS IN SCHOOLStudents’ sense of fitting in at school and student-teacher relations are consistently and positively related to social emotional skills. Students who feel like they belong at school are more likely to get along well and work well with classmates and friends.

The majority of the students said they feel they belong at schoolMost students indicate high school belonging, but for every question 10-25 % of students indicate low school belonging

34Figure 5.1

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I feel like an outsider (or left out of things) at school

I feel awkward and out of place in my school

I feel lonely at school

I make friends easily at school

I feel like I belong at school

Other students seem to like me

I feel like an outsider (or left out of things) at school

I feel awkward and out of place in my school

I feel lonely at school

I make friends easily at school

I feel like I belong at school

Other students seem to like me

10-

yea

r-ol

ds1

5-ye

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olds

Strongly disagree Disagree Agree Strongly agree

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35Figure 5.5

Task performance Collaboration Open-mindedness Engaging with others Other outcomesEmotional Regulation

Students’ sense of belonging is predictive of higher skills

Relations between students’ sense of school belonging and social and emotional skills, 15 -year-olds

BULLYING AT SCHOOL

0.0 5.0 10.0 15.0 20.0

15-year old boys 15-year old girls%

A sizeable portion of 15-year-olds reported that they have been

bullied during the past year

Other students made fun of me

I was threatened by other students

Other students took away or destroyed things

that belonged to me

I got hit or pushed around by other

students

Exposure to bullying for 15 year-old students, by gender

37Figure 5.2

0.0 5.0 10.0 15.0 20.0 25.0

10-year old boys 10-year old girls%

..and the picture is much more pronounced for 10-year-olds

Other students made fun of me

I was threatened by other students

Other students took away or destroyed things

that belonged to me

I got hit or pushed around by other

students

Exposure to bullying for 10 year-old students, by gender

38Figure 5.2

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39Figure 5.7


The impact of bullying

Relations between students’ exposure to bullying and social and emotional skills, 15-year-olds

Socio-economically advantaged students indicate better student-teacher

relations across all cities and within both age cohorts (15-year-olds)

Most of my teachers were interested

in my well-being

I got along well with most of my

teachers

Most of my teachers treated me

fairly

Student-teacher relations for 15 year-old students by socio-economic status

40

0 20 40 60 80 100

15-year-old disadvantaged students 15-year-old advantaged students

%

Figure 5.3

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Better student-teacher relations is linked with improved social and

emotional skills Relations between student-teacher relations and social and emotional skills, 15-year-olds

41Figure 5.9


STUDENTS’ WELL-BEINGStudents’ social and emotional skills are closely related to students’ psychological well-being after accounting for socio-economic status and gender. This is particularly the case for stress resistance, optimism and emotional control

STUDENTS’ WELL-BEINGStudents’ social and emotional skills are closely related to students’ psychological well-being after accounting for socio-economic status and gender. This is particularly the case for stress resistance, optimism and emotional control

43

SELF-EFFICACY

OTHER OUTCOMES

ACHIEVEMENT MOTIVATION


TASK PERFORMANCE

EMPATHY

TRUST

CO-OPERATION

ENGAGING WITH OTHERS

COLLABORATION

OPEN-MINDEDNESS

CO-OPERATION

TRUST


On average, younger students are more satisfied with their livesPercentage of students, by level of life satisfaction

0 10 20 30 40 50 60 70 80 90 100

Istanbul

Suzhou

Ottawa

Daegu

Sintra

International Average

Houston

Moscow

Helsinki

Bogota

Manizales

Ottawa

Houston

Daegu

Suzhou

Istanbul

International Average

Moscow

Sintra

Helsinki

Bogota

Manizales

Very satisfied (9-10) Satisfied (7-8) Moderately satisfied (5-6) Not satisfied (0-4)

%

Average life satisfaction

15

-ye

ar-

old

s1

0-y

ea

r-o

lds

44Figure 3.1

In each participating city, students who are more optimistic tend to be

more satisfied with their lifeDifference in life satisfaction related to a one standard deviation increase in skill

-0.50

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Bogota Daegu Helsinki Houston Istanbul Manizales Moscow Ottawa Sintra Suzhou

Diff

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sta

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de

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in s

kills

Stress resistance Optimism Trust Creativity

The relationship

between social and

emotional skills and

life satisfaction is

stronger amongst

older students

45Figure 3.6

46

Psychological well-being of 10-year-olds

I felt calm and relaxed

I felt cheerful and in good spirits

I felt active and vigorous

I woke up feeling fresh and rested

My daily life is filled with things that interest me

Percentage of 10-year-old students who reported feeling like this “most of the time” or “all of the time” (international

average)

Figure 3.2

0 20 40 60 80 100

10-year old boys 10-year old girls

47

Psychological well-being dips in adolescence, especially for girls

I felt calm and relaxed

I felt cheerful and in good spirits

I felt active and vigorous

I woke up feeling fresh and rested

My daily life is filled with things that interest me

Percentage of 15-year-old students who reported feeling like this “most of the time” or “all of the time” (international

average)

Figure 3.2

0 20 40 60 80 100

15-year old boys 15-year old girls

Students who are more stress resistant, optimistic and energetic

indicated higher current psychological well-being amongst 15-year-olds

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

8.00

Bogota Daegu Helsinki Houston Istanbul Manizales Moscow Ottawa Sintra SuzhouCh

an

ge

in w

ell-

be

ing

re

late

d t

o a

on

e s

tan

da

rd d

evi

atio

n i

ncr

ea

se

in s

kills

Stress resistance Optimism Energy

Social and emotional skills most strongly associated with current psychological well-being, by city

48Figure 3.8

49

A sizeable proportion of 10- and 15-year-olds, especially girls,

experience test anxiety

“I get very tense when I study for a test”

“Even if I am well prepared for a test I feel anxious”

“I often worry that it will be difficult for me taking a test”

Test anxiety, by cohort and gender

Girls report higher

test anxiety across

both age groups

Figure 3.3

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Boys

Girls

Boys

Girls

Boys

Girls

Boys

Girls

Boys

Girls

Boys

Girls

Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree

“I get very tense when I study for a test”

“Even if I am well prepared for a test I feel anxious”

“I often worry that it will be difficult for me taking a test”

10-year-old students

15-year-old students

50

Especially for 15-year-olds, higher levels of test anxiety are

accompanied with lower current psychological well-beingMeans of current psychological well-being index and test anxiety index mapped for all cities

Bogota

Daegu

Helsinki

Houston

Manizales

Moscow Ottawa

Sintra

Suzhou

Istanbul

BogotaDaegu

Helsinki Houston

Manizales

MoscowOttawa

Sintra*

Suzhou

Istanbul

32.0

34.0

36.0

38.0

40.0

42.0

44.0

46.0

48.0

50.0

45.0 47.0 49.0 51.0 53.0 55.0 57.0 59.0 61.0

We

ll-b

ein

g (

WH

O-5

)

Test anxiety

girls boys Linear (girls) Linear (boys)

Girls tend to report

higher levels of test

anxiety and lower

well-being than

boys

Figure 3.4

In both age cohorts, test anxiety is positively related to experiencing a competitive school climate and high expectations from teachers and parents

-0.5

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

Competitive schoolclimate

Expectations fromparents

Expectations fromteachers

Competitive schoolclimate

Expectations fromparents

Expectations fromteachers

10-year olds 15-year olds

Diff

ere

nce

in

asp

ect

s o

f w

ell-

be

ing

re

late

d t

o c

on

text

ua

l fa

cto

rs

life satisfaction current psychological well-being test anxiety

Relationships between the three measures of psychological well-being and a perceived competitive school climate, and high

expectations from parents and teachers

Also, amongst younger

students, experiencing

high expectations and a

competitive environment

is related to high current

psychological well-being

51

15-year-olds10-year-olds

Figure 3.11

Thank you

Find out more about our work at www.oecd.org/education

Email: [email protected]

Twitter: SchleicherOECD

Wechat: AndreasSchleicher

and remember:

Without data, you are just another person with an opinion

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