Exploring Association Between School Climate and Student Social-Emotional Skills in Chinese Cultural and Educational Context

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 2
  In Roundtable Session: An International View of Social Emotional Learning

Abstract

This study explored the role of school climate for student social-emotional skills in China (N = 6,991), based on the 2019 Survey on Social and Emotional Skills, using a hierarchical linear modeling (HLM). The results indicated that student social-emotional skills are most strongly related to cooperation, teacher-student relationships, peer relationships, and sense of belonging at the student-level, and related to class size, grouping students by performance, student disruptive behaviours, and student participations in school activities at the school-level. Additionally, competition, bullying victimization, grouping students for disciplinary reasons, school’s connection with community, and teachers’ social-emotional skills training were relevant to different dimensions of student social-emotional skills. The current findings were discussed in terms of the Chinese cultural and educational context.

Author

• Jinpeng Niu, Southwest University