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All Journal International Journal of Evaluation and Research in Education (IJERE)
Richard Rickie Akat
Universiti Kebangsaan Malaysia
Education

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Mapping global research trends in socioemotional skills interventions: a bibliometric analysis (1970–2025) Richard Rickie Akat; Suziyani Mohamed; Nurul Khairani Ismail
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.39200

Abstract

This study examines global research trends in socioemotional skills interventions through a bibliometric analysis of 687 Scopus-indexed publications (1970–2025). Using Bibliometrix and VOSviewer, the study analyses publication growth, influential contributors, and thematic structures. Results show a sharp increase in publications after 2015, with the United States dominating research output and citation impact. Keyword co-occurrence analysis identifies “social emotional learning” and “socioemotional skills” as the conceptual core, while early childhood and autism-related interventions remain underrepresented. The results reveal a core–periphery knowledge structure dominated by universal school-based frameworks, highlighting critical gaps in population-specific socioemotional intervention research.
Evaluating socioemotional skill interventions for preschool children with autism spectrum disorder: a systematic review Richard Rickie Akat; Suziyani Mohamed; Nurul Khairani Ismail
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38875

Abstract

This study aims to systematically review and synthesize recent empirical evidence on socioemotional skill interventions for preschool children with autism spectrum disorder (ASD) from an educational evaluation perspective. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, a systematic search of Scopus and Web of Science (WoS) identified 15 peer-reviewed studies published between 2019 and 2025. The included studies were thematically analyzed and appraised using the mixed methods appraisal tool (MMAT). The findings revealed three dominant intervention themes: i) relationship-based and developmental interventions; ii) structured and skill-focused interventions; and iii) creative, expressive, and technology-supported approaches, demonstrating overall positive effects on socioemotional outcomes. However, the strength of evidence remains moderate due to methodological heterogeneity, small sample sizes, and limited longitudinal designs. These findings highlight the importance of developmentally appropriate and flexible intervention designs in inclusive early childhood education. The review offers practical implications for educators, curriculum developers, and policymakers. Specifically, it emphasizes the need for evidence-based socioemotional programs to strengthen inclusive preschool practices for children with ASD.
Co-Authors Nurul Khairani Ismail Suziyani Mohamed