Zhang Heng, Han Yan

Chongqing University of Technology

Abstract：

The proliferation of social-emotional competence (SEC) frameworks—exemplified by CASEL's relational model, OECD SSES's skill-based approach, and the Big Five's trait taxonomy—has created theoretical fragmentation that impedes both research synthesis and educational implementation. This paper argues that these dominant frameworks, often treated as competing paradigms, are better understood as complementary lenses addressing different functional needs: diagnosis, intervention, and cross-national monitoring.Through systematic comparative analysis of their philosophical foundations (classic trait theory, social constructivism, and modified situationism), we demonstrate that the three frameworks constitute an "assessment-intervention-ecology" chain rather than mutually exclusive alternatives. Building upon Whole Trait Theory, we propose the Context-Development-Ecology (CDE) Integration Model, which reconceptualizes SEC as situation-sensitive dynamic distributions rather than static psychological entities.The CDE model advances three innovations: (1) theoretically, it resolves the trait-skill dichotomy through dynamic person-situation interactions; (2) methodologically, it proposes tiered assessment combining baseline profiling, intensive longitudinal sampling, and situational manipulation; (3) practically, it outlines "three-dimensional situation engineering" integrating task design, relational scaffolding, and systemic policy alignment. By grounding scalable SEC cultivation in respect for individual differences and contextual diversity, this integration offers a pathway from conceptual fragmentation toward paradigm-conscious educational reform in an era of rapid technological change.

Key Words：

social-emotional competence; theoretical integration; dynamic assessment; social-emotional learning