Annual Review of Economics · 2025 · [{"name": "Yann Algan", "affiliation": ["HEC Paris"]}, {"name": "Élise Huillery", "affiliation": ["École Normale Supérieure - PSL", "École Normale Supérieure", "Université Paris Dauphine-PSL"]}]
中文摘要
过去二十年间，经济学研究表明，自尊、成长型思维、自我控制、信任与合作等社会情感技能为个人和社会带来三重红利。第一，社会情感干预显示，这些技能能极大提升学业成就和在校表现。第二，这些技能对个人在劳动力市场上的职业融入与成功具有重要影响。第三，它们能增进个人的终身福祉，表现为更好的健康状况、更低的焦虑与抑郁水平以及更少的犯罪。此外，也有提示性证据表明，社会情感技能会在国家层面转化为更高的经济和社会绩效。鉴于此类干预的成本收益比极高，现有证据有力地表明，通过将社会情感技能纳入教师培训的核心课程与日常教学方法，从而重新设计未来的教育体系，可能极有利于发挥个人潜能，并构建具有韧性的经济、社会与民主制度。
Abstract
Over the past two decades, economic research has shown that socio-emotional skills, such as self-esteem, growth mindset, self-control, trust, and cooperation, generate a triple dividend for individuals and society. First, socio-emotional interventions demonstrate that these skills greatly enhance academic achievement and success at school. Second, those skills have a large impact on the professional integration and success of individuals on the job market. Third, they enhance the lifelong well-being of individuals in terms of better health, lower anxiety, lower depression, and reduced crime. There is also suggestive evidence that socio-emotional skills translate into higher economic and social performance at the country level. Given the very high cost-benefit ratio of such interventions, the evidence strongly suggest that redesigning the future of educational systems by integrating socio-emotional skills in the core curriculum of teacher training and in everyday pedagogical methods could be highly beneficial to realize individual potentialities and build resilient economies, societies, and democracies.