Huang Chunhan, Zeng Xiaodong
Faculty of Education, Beijing Normal University, Beijing, China.
Front Psychol. 2023 May 9;14:1170656. doi: 10.3389/fpsyg.2023.1170656. eCollection 2023.
This research examined the relationships between students' academic performance and their social and emotional skills in China, as well as the mediation pathways from the perspective of connectedness and social cognitive theory. A sample of 5,703 fourth to sixth graders from less affluent areas was investigated in a large-scale survey. The results indicated that students' academic performance had salient positive connections with their socio-emotional skills. Structural equation modeling results revealed that both students' perception of themselves (self-efficacy) and their relation with key persons (teacher-student relationship) played mediated roles in the association between academic achievement and social and emotional skills with the indirect path accounting for 66.66% of the total effect. This study highlights the important role of socioemotional skills in academic performance and suggests the need for further research to develop effective strategies and interventions for socioemotional development in Chinese students.
本研究考察了中国学生学业成绩与社会情感技能之间的关系，以及从联系感和社会认知理论角度的中介路径。在一项大规模调查中，对来自较贫困地区的5703名四至六年级学生进行了抽样调查。结果表明，学生的学业成绩与他们的社会情感技能有着显著的正相关。结构方程模型结果显示，学生对自己的认知（自我效能感）和他们与关键人物的关系（师生关系）在学业成绩与社会情感技能的关联中都起到了中介作用，间接路径占总效应的66.66%。本研究强调了社会情感技能在学业成绩中的重要作用，并建议进一步开展研究，以制定有效的策略和干预措施，促进中国学生的社会情感发展。
