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Relevant bibliographies by topics / Academic skills

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Academic literature on the topic 'Academic skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Academic skills"

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Lytaeva, Maria, and Ekaterina Talalakina. "Academic skills: nature, model, practice." Voprosy Obrazovaniya/ Educational Studies. Moscow, no. 4 (2011): 178–201. http://dx.doi.org/10.17323/1814-9545-2011-4-178-201.

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Jamaludin, Thandar Soe Sumaiyah, Mohd. Said Nurumal, Norfadzilah Ahmad, Siti Aesah Naznin Muhammad, and Chong Mei Chan. "Soft skills elements in structured clinical skill assessment: a qualitative study." Bali Medical Journal 11, no. 3 (November 16, 2022): 1666–74. http://dx.doi.org/10.15562/bmj.v11i3.3721.

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Introduction: The intangible nature of soft skills makes it difficult for nursing academics to evaluate nursing students' attainment of these skills. Most of the time, academics focus more on assessing nursing students' knowledge and performance (hard skills) in clinical skill assessments. In focusing primarily on assessing nursing students' hard skill competencies, the nursing profession has given inadequate attention to developing their soft skill competencies. Thus, this study aimed to explore the nursing academic's view on soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Method: This study was conducted using a qualitative approach. A total of 10 nursing academics were involved, and they were recruited through a purposive sampling method. Data was collected through in-depth interviews using open-ended questions to gain insight into nursing academics' perception of soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Data analysis was conducted by using an inductive content analysis method. Results: Four themes emerge from this study. These are 1) awareness and involvement, 2) Factors influencing on implementation of soft skills in the structured clinical skills assessment, 3) academic responsibility, and 4) suggestions to overcome barriers. Conclusion: Findings from this study provide new insights into the nursing academic perception of soft skills elements in structured clinical skill assessments of undergraduate nursing program needs improvement and proper structure on how/what are the soft skills elements that want to measure for nursing students. These findings would assist in developing a more strategic framework for soft skills elements in structured clinical skill assessments to produce quality nursing graduates.

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Urrutia, Raul. "Academic Skills: Focusing." Pancreatology 6, no. 6 (January 2006): III—IV. http://dx.doi.org/10.1159/000099368.

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Doró, Katalin:. "Academic study skills." EduLingua 1, no. 1 (2015): 17–27. http://dx.doi.org/10.14232/edulingua.2015.1.3.

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McDonough, J. "Instant Academic Skills." ELT Journal 66, no. 2 (March 13, 2012): 256–58. http://dx.doi.org/10.1093/elt/ccs007.

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Hopkins, Diana, Tom Reid, and Rhian Worth. "SAGE Study Skills: The Academic Skills Handbook." Psychology Teaching Review 25, no. 1 (2019): 78–79. http://dx.doi.org/10.53841/bpsptr.2019.25.1.78.

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McCreary, Carol Fillips, and Laura Donahue Latulippe. "Developing Academic Reading Skills." Modern Language Journal 72, no. 3 (1988): 351. http://dx.doi.org/10.2307/327531.

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ASAKA, Yoko. "Improve academic writing skills." Journal of Japan Academy of Midwifery 33, no. 2 (December 27, 2019): 115–16. http://dx.doi.org/10.3418/jjam.foreword-33-2.

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Hillison, Karen. "The Academic Skills Handbook." Practice 32, no. 2 (February 17, 2019): 161–62. http://dx.doi.org/10.1080/09503153.2019.1571263.

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Grayson, J. Paul. "Generic Skills, Academic Achievement, and Means of Improving the Former." GiLE Journal of Skills Development 1, no. 2 (December 8, 2021): 7–28. http://dx.doi.org/10.52398/gjsd.2021.v1.i2.pp7-28.

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In Canada, in general – and in the Province of Ontario in particular – academics, employers, and government agencies are concerned with the low generic skill levels of university students and graduates. The assumption is that such deficiencies detract from academic and job success. Despite this concern, in Canada, research has not focused on potential links between objectively measured generic skills and grades recorded in administrative records. In view of this lacuna, the current research has two objectives. First, to assess the net effect of objectively measured generic skills on academic achievement as recorded in administrative records. Second, to determine the efficacy of an online course dedicated to the development of generic skills. Overall, I found that generic skills were better predictors of students’ achievement than high school grades used in admission processes; the relationship between high school grades and generic skill levels was weak; students’ generic skill levels did not improve over time; and an online course devoted to increasing students’ generic skills was effective in boosting skills to an acceptable level. Accordingly, if they are concerned with academic achievement, universities in Ontario and in other jurisdictions in which students are admitted to university primarily based on their secondary school grades might make the development of generic skills a priority; however, unless such skills are demanded across the curriculum, they will atrophy.

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Dissertations / Theses on the topic "Academic skills"

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ライ・ウェイリン, ポール. "Academic Writing(A) : Logical Thinking Skills In Academic Writing." 名古屋大学オープンコースウェア委員会, 2014. http://hdl.handle.net/2237/20447.

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Latimer, Janet Humphreys. "Basic Academic Skills and Post-Secondary Technical Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3499.

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The purpose of this quantitative study was to determine if there is a significant difference in WorkKeys score, skills score, theory score, and job placement rates as compared by credential and program of study at a technical college in Tennessee. The study used data retrieved from a WorkKeys database and SIMS (Student Information Management System) at a technical college. The population consisted of 445 students in seven programs from 2010-2016 who had participated in the WorkKeys online academic training modules. The dependent variables for the study were WorkKeys score, skill score, and theory score. The independent variables were job placement status (related, non-related, not placed), program of study (Collision Repair/Motorcycle Repair, Computer Information, Welding/Machine Tool and Industrial Maintenance/Residential Maintenance), and graduation credential (diploma, certificate, none). Based on the data collected, it was found that there was a significant difference in the WorkKeys score by credential, skill score by credential, theory score by credential, WorkKeys score by job placement status, skill score by job placement status and theory score by job placement status. The job placement status was significantly affected by the program of study. Finally, the WorkKeys score was not affected by the program of study. Additionally, the not placed status for the Computer Information program was higher than the other two categories (related and non-related) whereas the related status was the highest for the other three programs of study (WEL/MT, CRT/MOT, and IM/RBM).

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Chu, Fidelis Ewe. "Developing first year part-time students academic competencies in an academic literacy module." Thesis, University of Western Cape, 2010. http://hdl.handle.net/11394/8494.

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Magister Artium - MA
The transition from high school to university for many students all over the world has never been very easy and this is also true in the South African context. At the University of the Western Cape the majority of students, particularly part-time students, come from previously disadvantaged institutions of learning. This problem is exacerbated by the fact that most tertiary institutions in South Africa, including The University of the Western Cape, use English as the official language of instruction even though more than three quarters of students entering into institutions of higher learning in South Africa are second or even third language English speakers who do not have the language competence level required in the medium of instruction to successfully negotiate academic curricula.

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Chiu, Man-ming Joseph. "The design of an ESL academic reading skills programme." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862638X.

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Chiu, Man-ming Joseph, and 趙敏明. "The design of an ESL academic reading skills programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862638X.

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Tam, Pui-yi Tammy, and 譚沛怡. "Behavioural regulation and early academic skills in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368908.

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This present study examined the relationship among behavioural regulation, early language development and early mathematics skills. Participants were 111 children ranging in age from 4 to 5 years attending kindergarten participating in the Pre-primary Education Voucher Scheme in Hong Kong. Behavioural regulation was assessed directly with the Head-to-Toe task which requires the children to perform the opposite of the instructed command. Receptive and expressive language ability, and mathematics skills will be assessed by the Pre-primary and Primary Chinese Literacy Scale (PPCLS) Test A, a verbal fluency test, and a mathematics competency test respectively. There was a positive correlation between behavioural regulation ability and background variables such as age, father’s education level and prior years of early childhood education. Significant correlations between behavioural regulation and early receptive and expressive language and mathematics skills were also demonstrated.
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Schneider, Cynthia Louise. "Connected Mathematics and the Texas Assessment of Academic Skills /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004373.

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Braaksma, Angelisa Deanne. "Academic skills and behavior : does a functional relationship exist? /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055671.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-188). Also available for download via the World Wide Web; free to University of Oregon users.

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Katsipataki, Maria. "Can motor skills training improve academic performance? : a structured motor skills intervention for young children." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/10579/.

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The thesis explores the relationship between motor and academic skills. According to previous research, motor skills difficulties can affect academic outcomes. Furthermore, there is growing evidence supporting the relationship between the motor and academic areas. As part of this investigation a motor skills intervention was developed that aimed to make improvements in the performance of the reading, maths and motor skills of young children in mainstream education. The “Motor Skills Intervention for the Early Years” that was subsequently developed represented a new approach to intervention combining direct and indirect motor tasks resulting in a pragmatic, hybrid intervention. The research involved 56 typically developing children (TDC) attending two English primary schools with a mean age of 58 months randomly assigned to either the experimental or control group. Children were assessed in their motor and academic skills both before and after the intervention. The intervention was delivered for a period of 11 weeks with two weekly sessions for each school. Preliminary findings appear to be promising, showing a large effect size for motor skills, and medium to smaller effects for reading and maths. The motor skills of manual dexterity and ball skills were significantly improved in children within the experimental group. Improving motor skills in TDC is important in its own right, due to its strong preventative role. Based on these findings, it is concluded that a hybrid approach to motor skills intervention can improve specific motor skills and yield small effects to academic skills within TDC. Future research from this study might include follow-up assessments to identify possible benefits on the academic areas of reading and maths in the long term. In addition, these findings can be used to inform future research and, if replicated with a larger sample, to inform educational policies for school-based interventions.

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Riffell, Zachary D. "Time on Task across Skill Sets in Construction Trades Classrooms: Preparation of Skilled Craft Workers." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7909.

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The construction industry is an essential component of the U.S. economy, yet even amid good wages, construction companies are having trouble finding enough individuals who are ready for work in the industry, and they fear they will not be able to do so in the future because training options for potential workers are inadequate. Better training options are needed. Much research has pointed to soft and academic skills as necessary skills for successful workers that are missing from worker preparation programs, but little has been done to establish an actual correlation between these skills and workforce readiness. In this study, the underlying premise was that students who spend more time on learning tasks are more engaged and will be more likely to be successful in school. As such, time on task (TOT) was defined as the time construction students spent in school preparing for competition at SkillsUSA National Leadership and Skills Conference (NLSC). TOT was measured for three skill sets: academic, soft, and hard skills. The results were correlated with student success at NLSC to determine if related preparation led to increased success in the competition (the proxy for workforce readiness in this study). The results across skills sets showed that competitors at this high level of competition spent a high percentage of their TOT integrating the skill sets. In addition, multiple hierarchical regression analyses were performed with the TOT in the three subscales and competition placement. Overall, related results suggested some limited correlation between skill set integration and final placement at NLSC. In this regard, it is possible that the homogeneity of the population likely limits the generalizability of results.

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Books on the topic "Academic skills"

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Essential academic skills. South Melbourne, Vic: Oxford University Press, 2009.

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Developing academic reading skills. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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Shapiro, Edward S. Academic skills problems workbook. 4th ed. New York: Guilford, 2011.

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S, Shapiro Edward. Academic skills problems workbook. New York: Guilford Press, 1996.

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Cann, Chris. Developing students academic writing skills. Newcastle upon Tyne: MARCET, 1998.

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Ramsay, James W. Basic skills for academic reading. London: Prentice-Hall, 1986.

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Linville, Linda K. ASAP: Academic skills achievement program. Burr Ridge, Ill: Irwin Mirror Press, 1994.

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Trzeciak, John. Study skills for academic writing. New York: Phoenix ELT, 1996.

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E, Mackay S., ed. Study skills for academic writing. Hemel Hempstead: Prentice-Hall International, 1994.

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Bosher, Susan Dandridge. English for nursing, academic skills. Ann Arbor, Mich: University of Michigan Press, 2008.

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Book chapters on the topic "Academic skills"

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Zafiris, Christina. "Academic Skills." In Encyclopedia of Clinical Neuropsychology, 12–13. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1432.

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Capaldi, Deborah M., and Gerald R. Patterson. "Academic Skills." In Recent Research in Psychology, 18–34. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3562-0_2.

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Zafiris, Christina, and Rachel Losoff. "Academic Skills." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1432-2.

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Zafiris, Christina, and Rachel Losoff. "Academic Skills." In Encyclopedia of Clinical Neuropsychology, 17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1432.

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Jordan, Rita. "Academic Skills." In Encyclopedia of Autism Spectrum Disorders, 1–8. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_399-3.

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Jordan, Rita. "Academic Skills." In Encyclopedia of Autism Spectrum Disorders, 19–25. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_399.

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Jordan, Rita. "Academic Skills." In Encyclopedia of Autism Spectrum Disorders, 29–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_399.

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Norton, Carrie Z. "Academic Skills Disorders." In Behavioral Pediatrics, 399–413. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2774-8_29.

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Davies, John W. "Basic academic skills." In Skills for Engineering and Built Environment Students: University to Career, 25–32. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40423-7_3.

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Demetriou, Paul. "Developing academic skills." In Teaching Adult Learners with Dyslexia and English as an Additional Language, 172–202. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003181583-8.

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Conference papers on the topic "Academic skills"

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Dolzhich, Elena, Svetlana Dmitrichenkova, and Yoandry Sanchez Pozuelo. "MASTERING L2 ACADEMIC WRITING SKILLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1415.

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Panthalookaran, Varghese. "Cultivation of Engineering Soft Skills Within the Constraints of a Prescribed Curriculum." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11240.

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Engineering soft skills are required of an engineer to excel in his/her career and profession. For engineering education institutions affiliated to a central university and working with a prescribed curriculum, it is often difficult to find time for real-world training of students in soft skills. The current paper summarizes the programs designed for undergraduate engineering students of an affiliated engineering institution in order to circumvent this problem. They integrate training in engineering soft skills with the regular academic schedule exerting minimal extra-loading for the students and ensuring individual attention. The distribution of training programs in time also facilitates natural and gradual development of the values, attitudes and soft-skills. Further, integration of soft skill training programs into regular academic schedule enhances the interest of students in academics.

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Shalit, Lilach, and Tali Ronen. "DEVELOPING LEARNING SKILLS THROUGH MOVEMENT." In 44th International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.044.045.

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Morrison, Briana. "Session details: Soft skills: academic perspectives." In SIGCSE '14: The 45th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/3255039.

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Grigorenko, Anna. "Developing Academic Writing Skills Through Reflection." In International Conference on Language and Technology in the Interdisciplinary Paradigm. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.31.

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Yaghoubi Farani, Ahmad, and Atieh Soleymani. "IMPROVING UNIVERSITY STUDENTS’ ENTREPRENEURIAL KNOWLEDGE AND SKILLS." In 39th International Academic Conference, Amsterdam. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.039.049.

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Aris, Sharipah Ruzaina Syed, Sian Hoon Teoh, Sayang Mohd Deni, Fazyudi Ahmad Nadzri, and Siti Fairuz Dalim. "Digital Skills Framework in Higher Education." In International Academic Symposium of Social Science. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/proceedings2022082061.

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Hamilton-Ekeke, Joy-Telu. "Skills-Based Health Education and Academic Achievement." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1569772.

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Md Rahim, Nasrudin, and Hasni Meon. "Relationships between study skills and academic performance." In PROCEEDINGS OF THE 20TH NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES: Research in Mathematical Sciences: A Catalyst for Creativity and Innovation. AIP, 2013. http://dx.doi.org/10.1063/1.4801264.

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Blasco-Martel, Yolanda, Nabil El Bachiri, and Jordi Mundó. "SOFT SKILLS: STUDENTS’ PERCEPTIONS AND ACADEMIC ACHIEVEMENT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0371.

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Reports on the topic "Academic skills"

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Bermingham, Rowena, and Eleanor Shipton. Developing Non-Academic Skills. Parliamentary Office of Science and Technology, August 2018. http://dx.doi.org/10.58248/pn583.

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Non-academic skills exist alongside academic knowledge and abilities, and can include empathy, communication, and resilience. They have also been called 'life', 'non-cognitive' or 'essential' skills. Non-academic skills are associated with a range of positive outcomes across education, work, health and wellbeing, such as higher academic attainment, improved employability, and better physical and mental health. This POSTnote reviews evidence on the outcomes associated with non-academic skills and effective educational approaches to developing these skills in and out of the school environment.

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Harman, Joan, Ellen D. Gagne, Daniel T. Hickey, Monica A. Rositol, and Roy Campbell. U.S. Army Noncommissioned Officers' Academic Skills Requirements. Fort Belvoir, VA: Defense Technical Information Center, April 1989. http://dx.doi.org/10.21236/ada210849.

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Harman, Joan, Sally A. Bell, Daria C. Sneed, and Mark A. Sabol. Academic Skills of U.S. Army Non-Commissioned Officers. Fort Belvoir, VA: Defense Technical Information Center, September 1988. http://dx.doi.org/10.21236/ada203167.

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Gagne, Ellen D., Daniel T. Hickey, Monica A. Rositol, Roy Campbell, and Kathy J. Dowd. Academic Skills for Non-Commissioned Officer Job Performance and Career Development. Fort Belvoir, VA: Defense Technical Information Center, April 1989. http://dx.doi.org/10.21236/ada207513.

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Weiss, Emily. Sleep and Young Children's Development of Self-Regulation and Academic Skills. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5965.

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Wolvin, Andrew, and JungKyu Rhys Lim. Skills for Life: Listening. Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004351.

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As we face the ravages of COVID-19, climate change, economic disparities, and social injustice, the world needs listening skills more than ever. Listening skills are one of the core life skills that are critical in life, work, and school. Listening skills enable children to access information, develop other skills, such as empathy, and critical thinking, and have better academic performances and lives. Listening skills are one of the most desired and needed in workplaces. In this brief, we explain the importance of listening skills and listening processes. Then, we review how policymakers can help develop listening skills. Lastly, we review how policymakers can measure and assess listening skills.

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Tremaine, Elizabeth. Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5903.

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Hudson, Kesha N., and Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, August 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.

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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.

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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.

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