Education Science ›› 2022, Vol. 38 ›› Issue (4): 29-35.

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Mechanisms and Educational Implications of Primary School Students' Social-Emotional Competence Affecting Their Academic Achievement

Liu Zengxian1,2, Zhao Meng3, Yang Lan4   

  1. 1. Sichuan Institute for Brain Science and Brain-Inspired Intelligence, University of Electronic Science and Technology of China, Chengdu Sichuan 611731, China
    2. Faculty of Education, Southwest University, Chongqing 400715, China
    3. Chengdu Tianyashi Primary School, Chengdu Sichuan 610017, China
    4. College of International Education, Sichuan International Studies University, Chongqing 400031, China
  • Received:2021-08-23 Online:2022-07-15 Published:2022-09-13

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Abstract:

Social-emotional competence has been shown to be effective in promoting positive youth development, reducing student problem behaviors, and improving student academic performance. However, the specific mechanisms by which social-emotional competence affects academic achievement are unclear. Through the investigation and analysis of 539 primary school students, this study found that social-emotional ability can predict academic performance, and academic emotion, learning strategies, and teacher-student relationship play a mediating role between social-emotional ability and academic performance. According to the research findings, it is proposed that schools should attach importance to and cultivate the social-emotional ability of primary school students, schools should combine social-emotional learning programs to improve the academic emotions and learning strategies of primary school students, and teachers should establish a good teacher-student relationship in the process of providing a supportive environment for primary school students and other suggestions.

Key words: social-emotional competence, academic achievement, academic emotions, learning strategies, teacher-student relationship

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