How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data
<b>Background:</b> Promoting the development of the social and emotional skills of underprivileged-background students is an integral part of educational and social equity. To date, there has been a lack of relevant research in this field. <b>Aims:</b> This study investigated...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-11-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/9/12/1812 |
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| author | Weihao Wang Jian Xiao Wenye Li Jijun Yao |
| author_facet | Weihao Wang Jian Xiao Wenye Li Jijun Yao |
| author_sort | Weihao Wang |
| collection | DOAJ |
| description | <b>Background:</b> Promoting the development of the social and emotional skills of underprivileged-background students is an integral part of educational and social equity. To date, there has been a lack of relevant research in this field. <b>Aims:</b> This study investigated the impacts of cooperative school climate and competitive school climate on the development of the social and emotional skills of underprivileged-background students. <b>Sample:</b> This study used the data of Chinese underprivileged-background students (N = 1739) from the Study on Social and Emotional Skills conducted by the Organisation for Economic Cooperation and Development (OECD-SSES2019). <b>Methods:</b> This study selected the ordinary least squares (OLS) analysis method and the quantile regression (QR) analysis method. <b>Results:</b> The ordinary least squares (OLS) analysis results showed that cooperative school climates promoted the development of various dimensions of the social and emotional skills of underprivileged-background students, while competitive school climates had significant negative impacts on the collaboration and emotional regulation of underprivileged-background students and had no significant impact on the other three major domains, namely engagement with others, open-mindedness, and task performance. A quantile regression analysis further explored the heterogeneity in the impacts of cooperative school climate and competitive school climate on the development of the social and emotional skills of underprivileged-background students through quantile regression and found that the impacts of a competitive school climate on underprivileged-background students with different levels of social and emotional skills were homogeneous, while the impacts of a competitive school climate on underprivileged-background students with different levels of social and emotional skills were heterogeneous. <b>Conclusions:</b> These findings provide a greater insight into the roles of school cooperative climate and school competitive climate in the development process of the social and emotional skills of underprivileged-background students. |
| first_indexed | 2024-03-09T17:11:06Z |
| format | Article |
| id | doaj.art-1c69f15066d944b0b6a10d09f0c1a507 |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-09T17:11:06Z |
| publishDate | 2022-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-1c69f15066d944b0b6a10d09f0c1a5072023-11-24T14:00:11ZengMDPI AGChildren2227-90672022-11-01912181210.3390/children9121812How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 DataWeihao Wang0Jian Xiao1Wenye Li2Jijun Yao3School of Education Science, Nanjing Normal University, Nanjing 210024, ChinaSchool of Education Science, Nanjing Normal University, Nanjing 210024, ChinaSchool of Education Science, Nanjing Normal University, Nanjing 210024, ChinaSchool of Education Science, Nanjing Normal University, Nanjing 210024, China<b>Background:</b> Promoting the development of the social and emotional skills of underprivileged-background students is an integral part of educational and social equity. To date, there has been a lack of relevant research in this field. <b>Aims:</b> This study investigated the impacts of cooperative school climate and competitive school climate on the development of the social and emotional skills of underprivileged-background students. <b>Sample:</b> This study used the data of Chinese underprivileged-background students (N = 1739) from the Study on Social and Emotional Skills conducted by the Organisation for Economic Cooperation and Development (OECD-SSES2019). <b>Methods:</b> This study selected the ordinary least squares (OLS) analysis method and the quantile regression (QR) analysis method. <b>Results:</b> The ordinary least squares (OLS) analysis results showed that cooperative school climates promoted the development of various dimensions of the social and emotional skills of underprivileged-background students, while competitive school climates had significant negative impacts on the collaboration and emotional regulation of underprivileged-background students and had no significant impact on the other three major domains, namely engagement with others, open-mindedness, and task performance. A quantile regression analysis further explored the heterogeneity in the impacts of cooperative school climate and competitive school climate on the development of the social and emotional skills of underprivileged-background students through quantile regression and found that the impacts of a competitive school climate on underprivileged-background students with different levels of social and emotional skills were homogeneous, while the impacts of a competitive school climate on underprivileged-background students with different levels of social and emotional skills were heterogeneous. <b>Conclusions:</b> These findings provide a greater insight into the roles of school cooperative climate and school competitive climate in the development process of the social and emotional skills of underprivileged-background students.https://www.mdpi.com/2227-9067/9/12/1812underprivileged-background studentssocial and emotional skillsschool climate |
| spellingShingle | Weihao Wang Jian Xiao Wenye Li Jijun Yao How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data Children underprivileged-background students social and emotional skills school climate |
| title | How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data |
| title_full | How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data |
| title_fullStr | How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data |
| title_full_unstemmed | How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data |
| title_short | How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data |
| title_sort | how school climate affects the development of the social and emotional skills of underprivileged background students an empirical study based on the sses2019 data |
| topic | underprivileged-background students social and emotional skills school climate |
| url | https://www.mdpi.com/2227-9067/9/12/1812 |
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