Academic achievement is once thought to be the most important outcome of formal educational experiences and while there is little doubt as to the vital role such achievements play in student life and later researchers and policymakers are ever-increasingly turning to social and emotional factors, as well as the relationships among them, as indicators of student well-being and psychological development Indicative of this movement is the recent addition of social and emotional measures to established Organization for Economic Co-operation and Development. emotional regulation, task performance and compound skills.
Consistent with this theme, you will find six quality empirical studies in this Issue that examine some of the complexities of such factors, some related to academic achievement, others not, having a legitimacy in their own right.