A Psychology–Genetics–Based Model for Social-Emotional Learning and Individual Differences in Education
Makaleler > Tam Makale · 2026
Yazarlar: Prof. Dr. Kürşat Şahin YILDIRIMER, Dr. Gülçin ITIRLI ASLAN
International Journal of Social Science and Human Research, Uluslararası, 2026
Özet
This manuscript synthesizes a psychology–genetics–SEL framework to explicate how social-emotional learning (SEL) intersects with academic achievement across diverse educational settings. SEL is conceptualized as a constellation of interrelated competencies—emotion regulation, social awareness, relationship skills, responsible decision-making, and self-management—that jointly influence cognitive engagement, motivation, and classroom behavior, thereby shaping learning outcomes. The model foregrounds the bidirectional influence of school climate and individual sensitivity to social and emotional stimuli, positing that supportive climates amplify engagement and equitable opportunities, while individual differences modulate responsiveness to SEL interventions. A third pillar emphasizes systematic, explicit SEL skill development tightly integrated with disciplinary demands and assessment practices, ensuring transfer of social-emotional competencies to academic tasks. The genetic dimension is incorporated through education-related polygenic signals that interact with environmental contexts to modulate the effectiveness and equity of SEL interventions, suggesting differential susceptibility rather than deterministic outcomes. Measurement considerations emphasize multidimensional, culturally valid assessment across SEL constructs, executive function, and climate, alongside transparent reporting of fidelity and contextual moderators. The discussion addresses methodological challenges, including measurement invariance, ancestry diversity, and ethical governance of genetic information in educational settings. Policy and practice implications advocate climate-enhancing, equity-centered SEL programs delivered through scalable, data-informed strategies that balance universal access with targeted supports, while safeguarding privacy and minimizing stigmatization. The abstract closes with a forward-looking agenda: longitudinal, multi-site studies; cross-cultural replications; and integrated data visualization to translate complex gene–environment–education dynamics into actionable guidance for educators, policymakers, and families. Overall, the framework aims to advance theory, improve measurement precision, and inform education systems that honor diversity, protect rights, and promote lifelong learning and democratic participation.