编辑论文 - Lucher

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Social and emotional skills are promoted as a lever for narrowing socioeconomic achievement gaps, but how much of these gaps they statistically account for is unclear. Using Programme for International Student Assessment (PISA) 2025 data from 73 education systems and a preregistered plan, we decomposed the within-country association between socioeconomic status and achievement (the gradient) into the part absorbed by six skill indices and a remainder. Jointly, the skills absorbed 8.7% (95% CI 7.8–9.6%) of the gradient in mathematics, 10.4% (9.3–11.4%) in reading and 9.8% (8.8–10.8%) in science; curiosity had the largest component. In exploratory analyses, jointly correcting for unreliability and acquiescent responding raised the share to 11.5–13.7%, and specifications that also reduced the gradient itself gave at most 19.8%. In PISA 2022, perseverance and curiosity absorbed 6.5–7.5%. Subject-specific science beliefs absorbed more than general skills. Measured social and emotional skills overlap with only a modest part of achievement inequality.

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