Do teaching practices impact socio-emotional skills?

Václav Korbel and Michal Paulus

Education Economics, 2018, vol. 26, issue 4, 337-355

Abstract: Recent studies emphasize the importance of socio-emotional skills, but little is known about how everyday classroom practices impact development of these skills. Using data from the Czech Republic, we show that modern practices such as working in small groups improve these skills. Intrinsic motivation and self-confidence are particularly positively affected. Moreover, modern practices have no adverse effects on test scores. On the other hand, standard practices such as lecturing and memorizing have no impact on socio-emotional skills or test scores. Our results highlight that changing the composition of teaching practices slightly can have a substantial positive impact on socio-emotional skills.

Date: 2018
References: Add references at CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://hdl.handle.net/10.1080/09645292.2018.1460320 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:26:y:2018:i:4:p:337-355

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CEDE20

DOI: 10.1080/09645292.2018.1460320

Access Statistics for this article

Education Economics is currently edited by Caren Wareing and Steve Bradley

More articles in Education Economics from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().