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Investigating the Differential Relationship between the Big Five Domains of Social and Emotional Skills and Mathematics Achievement

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Title: Investigating the Differential Relationship between the Big Five Domains of Social and Emotional Skills and Mathematics Achievement
Language: English
Authors: Mihriban Altiner Sert (ORCID 0000-0003-4186-8124), Serkan Arikan (ORCID 0000-0001-9610-5496)
Source: International Electronic Journal of Elementary Education. 2025 17(2):267-277.
Availability: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Mathematics Achievement, Interpersonal Competence, Personality Traits, Emotional Response, Correlation, Gender Differences, Socioeconomic Status, High School Students, Foreign Countries, Social Emotional Learning
Geographic Terms: Turkey
ISSN: 1307-9298
Abstract: The current study explores the differential relationship between social and emotional learning (SEL), based on the Big Five personality traits, and mathematics achievement among Turkish high school students. Using data from the OECD's 2019 Survey on Social and Emotional Skills (SSES), it examines how SEL dimensions predict math outcomes and how these relationships vary by gender, socioeconomic status (SES), and level of SEL evaluation in schools. Key findings reveal that open-mindedness and emotional regulation positively correlate with math achievement, while high social engagement shows a negative association. Girls' SEL skills had a stronger predictive value for math achievement than boys, and SEL had a more substantial impact on students from lower SES backgrounds. Formal SEL assessment in schools was also related to higher math scores. These results emphasize the importance of SEL programs tailored to specific demographic needs, particularly for disadvantaged students, and suggest that formal SEL assessment in schools could enhance academic outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468378
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Mihriban+Altiner+Sert%22">Mihriban Altiner Sert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4186-8124">0000-0003-4186-8124</externalLink>)<br /><searchLink fieldCode="AR" term="%22Serkan+Arikan%22">Serkan Arikan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9610-5496">0000-0001-9610-5496</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. 2025 17(2):267-277.
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  Data: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
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  Data: 1307-9298
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  Data: The current study explores the differential relationship between social and emotional learning (SEL), based on the Big Five personality traits, and mathematics achievement among Turkish high school students. Using data from the OECD's 2019 Survey on Social and Emotional Skills (SSES), it examines how SEL dimensions predict math outcomes and how these relationships vary by gender, socioeconomic status (SES), and level of SEL evaluation in schools. Key findings reveal that open-mindedness and emotional regulation positively correlate with math achievement, while high social engagement shows a negative association. Girls' SEL skills had a stronger predictive value for math achievement than boys, and SEL had a more substantial impact on students from lower SES backgrounds. Formal SEL assessment in schools was also related to higher math scores. These results emphasize the importance of SEL programs tailored to specific demographic needs, particularly for disadvantaged students, and suggest that formal SEL assessment in schools could enhance academic outcomes.
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        PageCount: 11
        StartPage: 267
    Subjects:
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Personality Traits
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      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Turkey
        Type: general
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