Social-emotional skills have been shown to be beneficial for many important life outcomes for students. However, previous studies on the topic have suffered from many issues (e.g., consideration of only a small subset of skills, single-informant, and single-cohort design). To address these limitations, this study used a multi-informant (self, teacher, and parent) and multicohort (ages 10-15 from Finland, N = 5,533) perspective to study the association between 15 social-emotional skills and 20 educational (e.g., school grades), social (e.g., relationships with teachers), psychological health (e.g., life satisfaction), and physical health outcomes (e.g., sleep trouble). Results showed that (a) there was a modest level of interrater agreement on social-emotional skills, with the highest agreement between students and parents (mean r = .41); (b) inclusion of multi-informant ratings substantially enhanced the ability of social-emotional skills in predicting outcome variables, with parent- and self-rated skills playing important, unique roles; (c) by modeling skills at the facet level rather than at the domain level, we identified the key skills for different outcomes and found significant variation in facets' predictive utility even within the same domain; and (d) although the older cohort showed lower levels of most social-emotional skills (9/15), there were only minor changes in the interrater agreement and predictive utility on outcomes. Overall, self-control, trust, optimism, and energy were found among the four most important skills for academic and life success. We further identified the unique contribution of each skill for specific outcomes, pointing the way to effective and precise interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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社交情感技能在学生学业和生活成功中的作用：多线人和多群体视角。

社会情感技能已被证明对学生的许多重要生活成果有益。然而，以前关于该主题的研究存在许多问题（例如，仅考虑一小部分技能、单一信息提供者和单一队列设计）。为了解决这些局限性，本研究使用多线人（自我、老师和父母）和多队列（来自芬兰的 10-15 岁，N = 5,533）的视角来研究 15 种社交情感技能与 20 种教育（例如、学校成绩）、社会（例如，与老师的关系）、心理健康（例如，生活满意度）和身体健康结果（例如，睡眠问题）。结果表明 (a) 评估者之间在社交情感技能方面的一致性程度适中，学生和家长之间的一致性最高（平均 r = .41）；(b) 纳入多方评分大大提高了社会情感技能预测结果变量的能力，父母和自我评分技能发挥着重要而独特的作用；(c) 通过在方面级别而非领域级别对技能进行建模，我们确定了不同结果的关键技能，并发现即使在同一领域内，方面的预测效用也存在显着差异；(d) 尽管年龄较大的队列表现出较低水平的大多数社交情感技能 (9/15)，但评分者之间的一致性和对结果的预测效用只有微小的变化。总的来说，自我控制、信任、乐观和活力是学业和生活成功的四大最重要技能之一。我们进一步确定了每种技能对特定结果的独特贡献，为有效和精确的干预指明了方向。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。