Cultivating Holistic Growth: Investigating Social-Emotional Competencies and STEM Identity in Rural Chinese Fifth Graders

• In Event: Learning Environments and Academic Growth in Diverse Contexts

Abstract

This proposal outlines a correlational study designed to investigate social-emotional learning (SEL) competencies and their relationship with emerging STEM identity among 5th-grade students in a rural primary school in Chaozhou, Guangdong, China. Leveraging a validated Chinese SEL questionnaire and an adapted STEM identity scale, the study aims to establish baseline data on these crucial developmental aspects in an under-researched context. Guided by Bronfenbrenner's Bioecological Systems Theory, the research will explore how SEL dimensions correlate with STEM competence, performance, and recognition. Findings are anticipated to inform culturally sensitive SEL interventions, fostering holistic development and potentially empowering STEM engagement in rural Chinese education. This work contributes to just education renewal.

Authors

• Leyao Xing, University of California - Davis

• Weicong Lyu, University of Macau

• Jiarun Lai, University of Columbia

• Yaqi Wang, Yuzhang Normal University

• Ying Xu, Harvard University