ArticleThe British journal of educational psychology2026
Evaluating social-emotional skills among Arabic-speaking students: A multi-informant study of students, parents and teachers.
Article in The British journal of educational psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
- Cognitive and Non-Cognitive Science Gains from SEL Intervention in Arabic-Speaking Students: Comparing Typical and Struggling Readers.Journal of Intelligence · 2026Article
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Abstract
backgroundSocial-emotional (SEL) skills play a crucial role in promoting children's academic performance and mental health. However, the use of self-reported questionnaires may reveal discrepancies between students' self-assessments and adults.
aimsThis study investigated potential differences in the perceptions of SEL skills in Arabic and their relation to academic achievements. SAMPLE AND
methodArabic-speaking students, their parents and teachers across third, fifth, seventh and ninth grades using a 33-item questionnaire.
resultsAnalysis of variance (ANOVA) revealed significant discrepancies between groups (parents>students>teachers), regardless of grade level. Moreover, correlations between self-reports and students' academic scores were stronger for teachers compared to the others. Interestingly, these correlations decreased across groups until the ninth grade, at which point only teachers maintained significant correlations. Structural equation modelling (SEM) analysis further demonstrated that only teachers' self-reports significantly predicted students' academic scores regardless of grade level.
conclusionThe results are discussed in relation to theoretical and pedagogical implications, as well as previous findings, emphasizing the need for a standardized multi-informant questionnaire.
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