Social-Emotional Competence and Help-Seeking for College Entrance in Different School Contexts

• In Event: Mindfulness and Social Emotional Competence for College Students

Abstract

The SEL researchers have shown that the school-based SEL programs are effective in enhancing social and emotional skills, leading to improved academic performance. However, regarding academic success, the SEL studies have mostly dealt with K-12 academic achievements such as test scores, but not much with college entrance. In addition, there is a limited understanding of how the effects vary in different school contexts. This study examined the relationship between students’ social-emotional competence and help-seeking behaviors for college entrance at schools, and how the association differs by school context. The findings showed that the effects of students’ social-emotional competence on help-seeking behaviors, except self-efficacy, are significant, and also that social competence disproportionately affect help-seeking depending on the school context.

Authors

• Hyunju Lee, Wake Forest University

• Hye Won Ahn, Southern Wesleyan University