Cognitive, Emotional, and Social Skills in Students

Dear Colleagues,

The 21st-century educational landscape presents unique challenges, particularly in addressing the needs of culturally diverse student populations and the varied motivations for learning (Learning First Alliance 2001; UNESCO 2018). In response to these challenges, as outlined in the OECD Learning Compass 2030 (OECD 2019), there is an increasing necessity for schools to focus on the development of cognitive skills and on the enhancement of emotional and social skills. Learning inherently relies on cognitive skills, which involve significant executive functions such as working memory, cognitive flexibility, and inhibitory control (Rojas-Barahona 2017). Additionally, emotional skills, such as the recognition and comprehension of emotions, are crucial for effective learning, as are social skills, which include problem-solving abilities, communication, and collaboration with others.

The inadequate development of these cognitive, emotional, and social skills can have far-reaching negative consequences across multiple dimensions of a student's life. Academically, students may struggle to achieve their full potential, while economically, a lack of these skills can limit future career opportunities and earning potential. Behaviourally, students may experience difficulties in social interactions and exhibit maladaptive behaviours. Furthermore, the absence of well-developed cognitive, emotional, and social skills can adversely affect their health and overall quality of life (Blair and Raver 2016).

This Special Issue aims to gather cutting-edge research employing rigorous methodologies to explore the development of cognitive, emotional, and social skills across different educational stages, from early childhood through higher education. By fostering interdisciplinary interactions, this issue seeks to examine the inter-relationships between these skills and their impact on student outcomes. This Special Issue will focus on diagnosing developmental implications, proposing preventive actions, understanding intervening variables, and evaluating the significance of stimulating these skills at different educational stages.

Submissions are encouraged from researchers across various disciplines, including education, psychology, neuroscience, and sociology, who can provide insights into effective strategies for developing these skills. We invite studies that explore innovative interventions, longitudinal research on skill development, and analyses of educational policies that promote the integration of cognitive, emotional, and social learning. Through this Special Issue, we aim to contribute to a comprehensive understanding of how these skills can be nurtured to enhance educational experiences and outcomes for students globally.

References

Blair, C., & Raver, C. C. (2016). Poverty, stress, and brain development: New directions for prevention and intervention. Academic Pediatrics, 16(3 Suppl), S30–S36.

Learning First Alliance (2001). Every Child Learning: Safe and Supportive Schools. Washington, DC: Learning First Alliance.

OECD (2019). OECD Future of Education and Skills 2030 OECD Learning Compass 2030 A Series of Concept Notes. https://www.oecd.org/content/dam/oecd/en/about/projects/edu/education-2040/1-1-learning-compass/OECD_Learning_Compass_2030_Concept_Note_Series.pdf.

Rojas-Barahona, C. A. (Ed.) (2017). Funciones Ejecutivas y Educación. Comprendiendo habilidades clave para el aprendizaje. Santiago, Chile: Ediciones UC.

UNESCO (2018). UNESCO report 2017. The United Nations Educational, Scientific and Cultural Organization-UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000261971.

Dr. Cristian A. Rojas Barahona
Dr. Cristina Rodríguez
Prof. Dr. Roberto A. Ferreira
Guest Editors

Manuscript Submission Information

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• cognitive, emotional, social skills
• different educational stages
• inter-relationships: skills and student outcomes
• diagnosing developmental implications
• proposing preventive actions
• understanding intervening variables
• evaluating of stimulating these skills at different educational stages

Title: Pathways of worry during the transition to adolescence: An exploration of students' emotion regulation, metacognitive beliefs and coping

Abstract: The current study examined how pupil’s two metacognitive constructs, cognitive self-consciousness and their beliefs about emotion controllability, mediated the link between emotion regulation and engagement in coping when dealing with worry. Another focus was whether these relationships change with age during the transition to adolescence. A total of 338 Chinese students completed a series of general measures assessing the metacognitive constructs plus emotional awareness and regulation, while scenario-based questions focused on coping strategies. Participants were divided into two age groups, individuals aged from 11 to 12 (Mage = 11.9 years; 52.9% females) and those aged 13 to 15 (Mage = 13.2 years; 47.6% females). Younger participants were found to adopt emotion-focused coping whereas older participants adopted more adaptive problem-focused coping, and path models showed these differences were mediated by cognitive self-consciousness and controllability beliefs towards worry, respectively. These findings highlight the need for more adaptive coping to be specifically targeted by teachers of students during transition to adolescence by raising awareness about mental health via a focus on controllability beliefs.