ArticleFrontiers in psychology2021
Two Forms of Social Inequality in Students' Socio-Emotional Skills: Do the Levels of Big Five Personality Traits and Their Associations With Academic Achievement Depend on Parental Socioeconomic Status?
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Behavioural public policy should take the psychology of poverty into account.Communications psychology · 2025Review
- Bridging the gap: the impact of parental education and child leisure activities on cognitive and socioemotional skills in preschoolers.Frontiers in psychology · 2025Article
- How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students-An Empirical Study Based on the SSES2019 Data.Children (Basel, Switzerland) · 2022Article
- Fluid Intelligence and Competence Development in Secondary Schooling: No Evidence for a Moderating Role of Conscientiousness.Journal of Intelligence · 2022Article
- Beyond Competencies: Associations between Personality and School Grades Are Largely Independent of Subject-Specific and General Cognitive Competencies.Journal of Intelligence · 2022Article
- Machiavellianism and learning-related subjective well-being among Chinese senior high school students: A moderated mediation model.Frontiers in psychology · 2022Article
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4 authors.
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Abstract
Some researchers and policymakers advocate a stronger focus on fostering socio-emotional skills in the hope of helping students to succeed academically, especially those who are socially disadvantaged. Others have cautioned that this might increase, rather than reduce, social inequality because personality traits conducive to achievement are themselves unevenly distributed in disfavor of socially disadvantaged students. Our paper contributes to this debate. Analyzing representative, large-scale data on 9,300 ninth graders from the German National Educational Panel Study (NEPS) and using the Big Five personality traits as a measure of socio-emotional skills, we cast light on two related yet distinct aspects of social inequality in socio-emotional skills: First, do
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