Soft Skills in Education

1. Roots of the movement, development and criticism.- 2. Conceptual challenges.- 3. Evidence from psychological studies.- 4. Evidence from educational studies.- 5. Opening black boxes of the meta-analysis: what do the underlying studies look like?.- 6. Measurement of soft skills in education.- 7. Meta-analysis of educational interventions addressing conscientiousness facets.- 8. Recapitalization and discussion of the main findings and implications for educational practice, theory and research.



 

Jaap Scheerens is Professor emeritus with the University of Twente in the Netherlands and currently associated with the research institute Oberon, in Utrecht. In his capacity as Professor of Educational Organization and Management, he was in charge of a research program on educational effectiveness and educational evaluation. During his career he was Scientific Director of a network of education faculties in the Netherlands and Director of the research institute of the Faculty of Education at the University of Twente. For many years he carried out activities for the OECD, as a chairman of a network to develop process indicators on educational systems and schools, and as chairman and member of the Questionnaire Experts Groups for PISA 2009 and 2012. He also coordinated numerous research projects funded by the European Union and worked as a consultant for the World Bank and UNESCO. He published 20 books and over 100 articles in international journals. He has also been involvedas consultant and lecturer in many educational activities in Italy. Recently he was a member of scientific advisory boards of INDIRE and INVALSI.



Greetje van der Werf is emeritus professor Teaching and Learning at the University of Groningen, where she coordinated the research program Educational Evaluation and Effectiveness of the department Educational Science. From 1986 to 2013, she was project manager of the large-scale longitudinal studies in primary and secondary education in the Netherlands. From 2000 to 2006, she was coordinator of the special interest research program (Social) Psychological Determinants of Educational Outcomes, which was financed by the Dutch Science Foundation. The objectives of this program was to study, within the context of the longitudinal studies in secondary education, the effects of personality characteristics, achievement motivation, self-regulation, social comparison processes and social relations in classes on students' short