Research on Socioemotional Aspects

As a science laboratory for education of the Ayrton Senna Institute, eduLab21 carries out its own scientific research aligned with the topics developed in partnership with the Institute's Education and Strategy teams, such as Socioemotional Research.


Studying the socioemotional competencies of students and educators is crucial to promote their full development.

Thus, we present below eduLab21’s objectives in this area:

-    Prepare feedback reports with interpretive support for each of our target audiences based by our instruments;

-   Study and develop parameters to interpret results, such as identifying socioemotional characteristics associated with the various life outcomes;

-   Help prepare materials that support the social and emotional development strategy in school environments;

-   Offer a broader view of teachers, their social and emotional competencies and teaching practices, strengthening their role as active and effective participants in the development of skills.


Evaluation Instruments

Senna for adults

Senna kids

Socioemotional rubrics

Teachers’ socioemotional aspects


Researches and Studies:

2021

A teacher like me? Different approaches to examining personality similarity between teachers and students. European Journal of Personality.
Pancorbo, G., Decuyper, M., Kim, L. E., Laros, J. A., Abrahams, L., & Fruyt, F. D. (2021).

Modeling the incremental value of personality facets: The domains-incremental facets-acquiescence bifactor model (DIFAB).  
Danner, D., Lechner, C. M., Soto, C. J., & John, O. P. (2021).  European Journal of Personality, 35, 67-84.

Person-situation dynamics in educational contexts : a self- and other-rated experience sampling study of teachers’ states, traits, and situations.
Abrahams, L., Rauthmann, J. F., & De Fruyt, F. (2021). European Journal of Personality, 35(4), 598–622. 

Does parental education influence child educational outcomes? A developmental analysis in a full-population sample and adoptee design.
Ludeke, S. G., Gensowski, M., Junge, S. Y., Kirkpatrick, R. M., John, O. P., & Andersen, S. C. (2021).  Journal of Personality and Social Psychology, 120(4), 1074–1090.

SENNA Inventory for the Assessment of Social and Emotional Skills: Technical Manual. 
Primi, R; Santos, D. ; John, O. P. ; Fruyt, F. (2021).1. ed. São Paulo: Instityto Ayrton Senna, 2021. v. 1. 86p .

Competências socioemocionais.
Carla Crispim, A., Sanches, C., Alves, G., Cristine Teixeira, K., Ferrari, S., Bertin Brandão, T., Carolina Zuanazzi, A., Possenti Sette, C., Stolar, L., A. A. Neto, L., Travitzki, R., Martinez, V. (2021).  Instituto Ayrton Senna.


2020

Editorial: Bridging the gap between research and policy in fostering social and emotional skills.
Suarez-Alvarez, J., Fernandez-Alonso, R., Kyllonen, P. C., De Fruyt, F., Fonseca-Pedrero, E., & Muniz, J. (2020).  Frontiers in Psychology.

Development and psychometric properties of rubrics for assessing social-emotional skills in youth. 
Pancorbo, G., Primi, R., John, O. P., Santos, D., Abrahams, L., & De Fruyt, F. (2020).  STUDIES IN EDUCATIONAL EVALUATION, 67.

First look at the five-factor model personality facet associations with sensory processing sensitivity.
Bröhl, A. S., Van Leeuwen, K., Pluess, M., De Fruyt, F., Bastin, M., Weyn, S., Goossens, L., & Bijttebier, P. (2020).  Current Psychol.

People with a disagreeable personality (selfish, combative, and manipulative) do not have an advantage in pursuing power at work.
Anderson, C., Sharps, D.L., Soto, C.J., & John, O.P. (2020).  Proceedings of the National Academy of Sciences of the United States of America, 117 (37) 22780-22786.

Competências socioemocionais de educadores.
Carla Crispim, A., Sanches, C., Alves, G., Cristine Teixeira, K., Ferrari, S., Bertin Brandão, T. (2020).  Instituto Ayrton Senna.


2019

Editorial: Bridging the gap between research and policy in fostering social and emotional skills.
Suarez-Alvarez, J., Fernandez-Alonso, R., Kyllonen, P. C., De Fruyt, F., Fonseca-Pedrero, E., & Muniz, J. (2020).  Frontiers in Psychology.

Comparison of classical and modern methods for measuring and correcting for acquiescence.
Primi, R., Santos, D., De Fruyt, F., & John, O. P. (2019). British Journal of Mathematical and Statistical Psychology, 72(3), 447–465. 

True or false? Keying direction and acquiescence influence the validity of social-emotional skill items in predicting high school achievement in Brazil. Primi, R., De Fruyt, F., Santos, D., Antonoplis, S., & John, O. P. (2019). T International Journal of Testing.

Classical perspectives of controlling acquiescence with balanced scales.
Primi, R., Filho, N., Valentini, F. & Santos, D. (2019).  Special Issue: Advances in Modeling Response Styles and Related Phenomena, 72(3), 112-126.

Social-emotional skill assessment in children and adolescents: Advances and challenges in personality, clinical, and educational contexts. 
Abrahams, L., Pancorbo, G., Primi, R., Santos, D., Kyllonen, P., John, O. P., & De Fruyt, F. (2019).  Psychological Assessment, 31(4), 460–473.

Habilidade socioemocionais em adolescentes: desenvolvimento da personalidade e processos de resposta do Senna V.2.0.
Nascimento M. F., & Primi R. P. (2019).  Dissertação de mestrado, 128p, Universidade São Francisco, Campinas.

Avaliação dos perfis socioemocionais e sua relação com o desempenho acadêmico nos ensinos fundamental e médio.
Hamburg S., & Primi R. (2019). Dissertação de mestrado, 96p, Universidade São Francisco, Campinas.


2018

Dealing with person differential item functioning in social-emotional skill assessment using anchoring vignettes.
Primi, R., Santos, D., John, O. P., De Fruyt, F., Hauck-Filho, N. (2018).  In M., Wiberg,S., Culpepper,R., Janssen,J., González,D. Molenaar, (Eds.), Quantitative psychology (Vol. 233, pp. 275-286). Springer, Cham.


2017


2016

Anchoring vignettes: can they make adolescent self-report of social and emotional skills more reliable, discriminant, and criterion-valid?
Primi R., Zanon C., Santos D., De Fruyt F., & John O. (2016).  European Journal of Psychological Assessment, 32(1), 39–51.

Development of an inventory assessing social and emotional skills in Brazilian youth.
Primi R., Santos D., De Fruyt F., & John O. (2016).  European Journal of Psychological Assessment, 32(1), 5–16.

Estudo especial sobre alfabetismo e competências socioemocionais na população adulta brasileira. 
John O., Primi R., De Fruyt., & Santos D. (2016). . Book chapter, INAF Report.


2015


2014

2020