Balanced SEL frameworks cover intrapersonal, interpersonal, and cognitive competencies and mix skills, knowledge, and attitudes¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2019 · checked against its sources 2026-10-09 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? Frameworks that emphasize only one type of competency are less balanced than those covering intrapersonal, interpersonal, and cognitive competencies and including a mix of skills, knowledge, and attitudes. → Blyth 2019

Evidence¶

Blyth 2019¶

Blyth, D.A.; Borowski, T.; Farrington, C.A.; Kyllonen, P.; Weissberg, R.P. (2019). Ten Criteria for Describing and Selecting SEL Frameworks. Establishing Practical Social-Emotional Competence Assessments Work Group, Frameworks Briefs introductory series 3 of 3. https://consortium.uchicago.edu/publications/ten-criteria-for-describing-and-selecting-SEL-frameworks

q1 · i? · theoretical · r2

This is the brief's own conceptual argument for the Balance criterion, not a tested result. It asserts that intrapersonal competencies such as self-management, interpersonal skills such as social awareness, and cognitive competencies such as critical thinking all matter, and that "Frameworks that emphasize only one type are less balanced."

"Frameworks that emphasize only one type are less balanced. Similarly, we now know that social-emotional competencies involve not just behavioral skills"

Discussion¶

Related Claims¶

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• Game benefits are similar in magnitude for cognitive and intrapersonal outcomes, while the single interpersonal outcome was not significant — related
• Students characterised the skills needed for collaborative group work as interpersonal (social), problem solving, and group skills — a narrower finding that bears on this claim
• SEL programs improve social emotional skills — related
• Emotions are seldom explicitly analyzed in conversational CSCL contexts and must be balanced with cognition in conversation conceptualization — related