Reciprocal Associations among Social–Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School
The study aimed to examine the reciprocal associations among social–emotional competence (SEC), interpersonal relationships (including teacher–student relationships and peer relationships) and academic achievements in reading, mathematics and science of primary school students. The Chinese versions...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-11-01
|
| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/13/11/922 |
| _version_ | 1827640586357702656 |
|---|---|
| author | Jiaqi Yang Yuze Deng Yehui Wang |
| author_facet | Jiaqi Yang Yuze Deng Yehui Wang |
| author_sort | Jiaqi Yang |
| collection | DOAJ |
| description | The study aimed to examine the reciprocal associations among social–emotional competence (SEC), interpersonal relationships (including teacher–student relationships and peer relationships) and academic achievements in reading, mathematics and science of primary school students. The Chinese versions of the Delaware Social and Emotional Competency Scale, Teacher–student Relationship Scale, Peer-nomination method and Academic Achievement Tests were used to measure students’ SEC, teacher–student relationships, peer relationships (including social preference (SP) and social impact (SI)) and academic achievements, respectively. In total, 3995 fourth-grade students participated in the first survey, and 2789 of them were tracked in the follow-up survey two years later. Structural equation modelling was employed to investigate the cross-lagged relationships among the variables across time. The results showed the reciprocal associations between SEC with academic achievements and teacher–student relationships, as well as between academic achievements with SP and teacher–student relationships. Moreover, variations in these reciprocal associations were observed across the subjects of reading, mathematics and science. In summary, this study offers new insights for enhancing students’ SEC, interpersonal relationships and academic achievements, and implications for future subject-specific education can be derived by considering the complex interplay in the subjects of reading, mathematics and science. |
| first_indexed | 2024-03-09T17:01:46Z |
| format | Article |
| id | doaj.art-99582460a7f6461689208d7ffbd1dc31 |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-09T17:01:46Z |
| publishDate | 2023-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-99582460a7f6461689208d7ffbd1dc312023-11-24T14:29:24ZengMDPI AGBehavioral Sciences2076-328X2023-11-01131192210.3390/bs13110922Reciprocal Associations among Social–Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary SchoolJiaqi Yang0Yuze Deng1Yehui Wang2Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, ChinaCollaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, ChinaCollaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, ChinaThe study aimed to examine the reciprocal associations among social–emotional competence (SEC), interpersonal relationships (including teacher–student relationships and peer relationships) and academic achievements in reading, mathematics and science of primary school students. The Chinese versions of the Delaware Social and Emotional Competency Scale, Teacher–student Relationship Scale, Peer-nomination method and Academic Achievement Tests were used to measure students’ SEC, teacher–student relationships, peer relationships (including social preference (SP) and social impact (SI)) and academic achievements, respectively. In total, 3995 fourth-grade students participated in the first survey, and 2789 of them were tracked in the follow-up survey two years later. Structural equation modelling was employed to investigate the cross-lagged relationships among the variables across time. The results showed the reciprocal associations between SEC with academic achievements and teacher–student relationships, as well as between academic achievements with SP and teacher–student relationships. Moreover, variations in these reciprocal associations were observed across the subjects of reading, mathematics and science. In summary, this study offers new insights for enhancing students’ SEC, interpersonal relationships and academic achievements, and implications for future subject-specific education can be derived by considering the complex interplay in the subjects of reading, mathematics and science.https://www.mdpi.com/2076-328X/13/11/922social–emotional competenceacademic achievementsteacher–student relationshipssocial preferencesocial impact |
| spellingShingle | Jiaqi Yang Yuze Deng Yehui Wang Reciprocal Associations among Social–Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School Behavioral Sciences social–emotional competence academic achievements teacher–student relationships social preference social impact |
| title | Reciprocal Associations among Social–Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School |
| title_full | Reciprocal Associations among Social–Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School |
| title_fullStr | Reciprocal Associations among Social–Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School |
| title_full_unstemmed | Reciprocal Associations among Social–Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School |
| title_short | Reciprocal Associations among Social–Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School |
| title_sort | reciprocal associations among social emotional competence interpersonal relationships and academic achievements in primary school |
| topic | social–emotional competence academic achievements teacher–student relationships social preference social impact |
| url | https://www.mdpi.com/2076-328X/13/11/922 |
| work_keys_str_mv | AT jiaqiyang reciprocalassociationsamongsocialemotionalcompetenceinterpersonalrelationshipsandacademicachievementsinprimaryschool AT yuzedeng reciprocalassociationsamongsocialemotionalcompetenceinterpersonalrelationshipsandacademicachievementsinprimaryschool AT yehuiwang reciprocalassociationsamongsocialemotionalcompetenceinterpersonalrelationshipsandacademicachievementsinprimaryschool |