Self-Determination Is Beneficial to Students' Socio-Emotional Skills: A Cross-Cultural Investigation (Poster 34)

• In Event: Thursday Poster Session 4:20 pm
  In Poster Session: Motivation, Social Identity, and Understudied Populations

Abstract

This study explored the association between need-supportive teaching and students’ socio-emotional skills across eight distinct cultures. We analyzed the secondary data from the 2018 Programme for International Student Assessment with a total of 519,487 15-year-old students. Multilevel structural equation modeling was performed. Results indicated that need-supportive teaching was positively associated with students’ socio-emotional skills across eight cultural groups with varied effect sizes. The relationship between need-supportive teaching and socio-emotional skills was strongest in the Confucian culture, while the effect size was smallest in the English-speaking and Latin American cultures. These findings highlight the moderate universality of need-supportive teaching in promoting students' socio-emotional skills across different cultures. Theoretical and practical implications of the study are discussed.

Authors

• Faming Wang, Zhejiang University

• Ronnel B. King, Chinese University of Hong Kong

• Lily Min Zeng, University of Hong Kong