Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?
There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment v...
| Main Authors: | , , , , , , , , , , , , , , , , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2021-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.640661/full |
| _version_ | 1819293212749070336 |
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| author | Nathalie Mella Pascal Pansu Anatolia Batruch Marco Bressan Pascal Bressoux Genavee Brown Fabrizio Butera Anthony Cherbonnier Céline Darnon Marie Demolliens Anne-Laure De Place Pascal Huguet Eric Jamet Ruben Martinez Vincent Mazenod Estelle Michinov Nicolas Michinov Celine Poletti Isabelle Régner Mathilde Riant Anais Robert Ocyna Rudmann Camille Sanrey Arnaud Stanczak Emilio Paolo Visintin Eva Vives Olivier Desrichard |
| author_facet | Nathalie Mella Pascal Pansu Anatolia Batruch Marco Bressan Pascal Bressoux Genavee Brown Fabrizio Butera Anthony Cherbonnier Céline Darnon Marie Demolliens Anne-Laure De Place Pascal Huguet Eric Jamet Ruben Martinez Vincent Mazenod Estelle Michinov Nicolas Michinov Celine Poletti Isabelle Régner Mathilde Riant Anais Robert Ocyna Rudmann Camille Sanrey Arnaud Stanczak Emilio Paolo Visintin Eva Vives Olivier Desrichard |
| author_sort | Nathalie Mella |
| collection | DOAJ |
| description | There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyze the structure of interrelations between each variable, pointing to both central and mediatory school and socio-emotional variables within the network. Self-reported data from around 3,400 French vocational high school students were examined. This data included a set of interpersonal socio-emotional competencies (cognitive and affective empathy, socio-emotional behaviors and collective orientation), school adjustment measures (adaptation to the institution, school anxiety, self-regulation at school, and self-perceived competence at school) as well as grades in mathematics and French language. The results showed that self-regulation at school weighted the most strongly on the whole network, and was the most important mediatory pathway. More specifically, self-regulation mediated the relationships between interpersonal socio-emotional competencies and school grades. |
| first_indexed | 2024-12-24T04:06:50Z |
| format | Article |
| id | doaj.art-8d35350b234c439bab1295f25490acc2 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-24T04:06:50Z |
| publishDate | 2021-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8d35350b234c439bab1295f25490acc22022-12-21T17:16:10ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-09-011210.3389/fpsyg.2021.640661640661Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?Nathalie Mella0Pascal Pansu1Anatolia Batruch2Marco Bressan3Pascal Bressoux4Genavee Brown5Fabrizio Butera6Anthony Cherbonnier7Céline Darnon8Marie Demolliens9Anne-Laure De Place10Pascal Huguet11Eric Jamet12Ruben Martinez13Vincent Mazenod14Estelle Michinov15Nicolas Michinov16Celine Poletti17Isabelle Régner18Mathilde Riant19Anais Robert20Ocyna Rudmann21Camille Sanrey22Arnaud Stanczak23Emilio Paolo Visintin24Eva Vives25Olivier Desrichard26Groupe de Recherche en Psychologie de la Santé (GREPS), University of Geneva, Geneva, SwitzerlandLaboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), University Grenoble Alpes, Grenoble, FranceLaboratoire de Psychologie Sociale de l’Université de Lausanne (UnilaPS), University of Lausanne, Lausanne, SwitzerlandLaboratoire de Psychologie Cognitive (LPC), UMR7290, Aix-Marseille University, Marseille, FranceLaboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), University Grenoble Alpes, Grenoble, FranceLaboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), EA 1285, University of Rennes 1, Rennes, FranceLaboratoire de Psychologie Sociale de l’Université de Lausanne (UnilaPS), University of Lausanne, Lausanne, SwitzerlandLaboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), EA 1285, University of Rennes 1, Rennes, FranceLaboratoire de Psychologie Sociale et Cognitive (LAPSCO), UMR-6024, University Clermont Auvergne, Clermont-Ferrand, FranceLaboratoire de Psychologie Sociale et Cognitive (LAPSCO), UMR-6024, University Clermont Auvergne, Clermont-Ferrand, FranceLaboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), University Grenoble Alpes, Grenoble, FranceLaboratoire de Psychologie Sociale et Cognitive (LAPSCO), UMR-6024, University Clermont Auvergne, Clermont-Ferrand, FranceLaboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), EA 1285, University of Rennes 1, Rennes, FranceLaboratoire d’Informatique de Modélisation et d’Optimisation des Systémes (LIMOS), UMR-6158, University Clermont Auvergne, Clermont–Ferrand, FranceLaboratoire d’Informatique de Modélisation et d’Optimisation des Systémes (LIMOS), UMR-6158, University Clermont Auvergne, Clermont–Ferrand, FranceLaboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), EA 1285, University of Rennes 1, Rennes, FranceLaboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), EA 1285, University of Rennes 1, Rennes, FranceLaboratoire de Psychologie Cognitive (LPC), UMR7290, Aix-Marseille University, Marseille, FranceLaboratoire de Psychologie Cognitive (LPC), UMR7290, Aix-Marseille University, Marseille, FranceLaboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), University Grenoble Alpes, Grenoble, FranceLaboratoire de Psychologie Sociale et Cognitive (LAPSCO), UMR-6024, University Clermont Auvergne, Clermont-Ferrand, FranceLaboratoire de Psychologie Sociale de l’Université de Lausanne (UnilaPS), University of Lausanne, Lausanne, SwitzerlandLaboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), University Grenoble Alpes, Grenoble, FranceLaboratoire de Psychologie Sociale et Cognitive (LAPSCO), UMR-6024, University Clermont Auvergne, Clermont-Ferrand, FranceLaboratoire de Psychologie Sociale de l’Université de Lausanne (UnilaPS), University of Lausanne, Lausanne, SwitzerlandLaboratoire de Psychologie Cognitive (LPC), UMR7290, Aix-Marseille University, Marseille, FranceGroupe de Recherche en Psychologie de la Santé (GREPS), University of Geneva, Geneva, SwitzerlandThere is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyze the structure of interrelations between each variable, pointing to both central and mediatory school and socio-emotional variables within the network. Self-reported data from around 3,400 French vocational high school students were examined. This data included a set of interpersonal socio-emotional competencies (cognitive and affective empathy, socio-emotional behaviors and collective orientation), school adjustment measures (adaptation to the institution, school anxiety, self-regulation at school, and self-perceived competence at school) as well as grades in mathematics and French language. The results showed that self-regulation at school weighted the most strongly on the whole network, and was the most important mediatory pathway. More specifically, self-regulation mediated the relationships between interpersonal socio-emotional competencies and school grades.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.640661/fullsocio-emotional competenceschool adjustmentschool performancenetwork analysisself-regulation |
| spellingShingle | Nathalie Mella Pascal Pansu Anatolia Batruch Marco Bressan Pascal Bressoux Genavee Brown Fabrizio Butera Anthony Cherbonnier Céline Darnon Marie Demolliens Anne-Laure De Place Pascal Huguet Eric Jamet Ruben Martinez Vincent Mazenod Estelle Michinov Nicolas Michinov Celine Poletti Isabelle Régner Mathilde Riant Anais Robert Ocyna Rudmann Camille Sanrey Arnaud Stanczak Emilio Paolo Visintin Eva Vives Olivier Desrichard Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment? Frontiers in Psychology socio-emotional competence school adjustment school performance network analysis self-regulation |
| title | Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment? |
| title_full | Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment? |
| title_fullStr | Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment? |
| title_full_unstemmed | Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment? |
| title_short | Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment? |
| title_sort | socio emotional competencies and school performance in adolescence what role for school adjustment |
| topic | socio-emotional competence school adjustment school performance network analysis self-regulation |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.640661/full |
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