On the Problem of Evidence-based Psychological Assessment of School Students’ Social Competence in Inclusive Education



The purpose of the article is to analyze the problems of psychological assessment of the school students’ social competence in inclusive education according to evidence-based approach, which implies the link between science and practice. The article discusses the main theoretical approaches to the definition of the concept of social competence: through indicators of personal effectiveness and the ability to achieve personal goals in social interaction; through a set of social skills and activities: as sensitivity to the problems of interaction between people, as an outcome of social, emotional and cultural intelligence. The integrative taxonomy of social competencies is considered as a theoretical framework for reviewing existing methods and identifying the need to develop new psychodiagnostic techniques, as well as for creating individual profiles of school students in inclusive education. The possibilities and limitations of using psychological methods and techniques adapted to the Russian-speaking sample for diagnosing the social competence of school students are discussed. The use of psychological diagnostic methods to assess the effectiveness of educational practice is considered from the point of view of evidence-based approach requirements.

General Information

Keywords: social competence, social intelligence, social skills, cultural intelligence, psychodiagnostics, evidencebased practice

Journal rubric: Social Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2022110404

Funding. The study was carried out within the framework of the state task of the Ministry of Education of the Russian Federation dated 04/08/2022 No. 073-00110-22-02 «Scientific and methodological support for the mechanisms for the development of an inclusive educational environment in preschool and general education organizations at the present stage».

Received: 29.07.2022


For citation: Yudina T.A., Alekhina S.V. On the Problem of Evidence-based Psychological Assessment of School Students’ Social Competence in Inclusive Education [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2022. Vol. 11, no. 4, pp. 41–50. DOI: 10.17759/jmfp.2022110404. (In Russ., аbstr. in Engl.)


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Information About the Authors

Tatyana A. Yudina, Research Fellow, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-6209-1583, e-mail: ta.yudina@gmail.com

Svetlana V. Alekhina, PhD in Psychology, Associate Professor, Chief of the Federal Center for the Development of Inclusive General and Additional Education, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9374-5639, e-mail: ipio.mgppu@gmail.com



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