The road not taken: Socioemotional learning and academic rigor.

Autor/inn/en	Bettinger, Eric P.; Rege, Mari; Solli, Ingeborg F.; Thijssen, Maximiliaan W.P.T.; Yeager, David S.
Titel	The road not taken: Socioemotional learning and academic rigor. Gefälligkeitsübersetzung: Der nicht eingeschlagene Weg: Sozio-emotionales Lernen und akademische Strenge.
Quelle	In: European economic review, (2026) 187, Art. 105361, 15 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1873-572X
DOI	10.1016/j.euroecorev.2026.105361
Schlagwörter	Kompetenz; Bildungschance; Emotionale Intelligenz; Motivationsförderung; Bildungsverlauf; Sekundarbereich; Schüler; Erfolgskontrolle; Schulleistung; Leistungsmotivation; Soziale Qualifikation; Soziales Lernen; Fächerwahl; Mathematik; Mathematikunterricht; Hochschulbildung; Auswirkung; Intervention; Qualifikationsentwicklung; Norwegen
Abstract	"The value of social and emotional skills is increasing in the labor market, but we have limited knowledge on how education systems can foster these skills at scale. We present evidence from a large-scale field experiment in Norway testing an online curriculum fostering students' capacity to take on newchallenges, solve hard problems and learn new tasks. The Norwegian high school system has a choice architecture particularly conducive to studying challenge seeking, as students make annual choices about the rigor of math classes and these choices are consequential for future higher educational opportunities. We find that the intervention increases the likelihood that students take a more challenging educational path. The treatment has a positive impact on students' choices of advanced and more challenging math classes throughout all three years of high school. One concern is that taking more rigorous math courses can be detrimental for marginal students, reducing grade-point averages and even on-time graduation. We find no support for this concern." The study refers to the period 2017-2020 (Author's abstract, IAB-Doku, © 2026 Elsevier).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2026/4