Prosocial Classroom Climates for Promoting Students' Social-Emotional Competencies and Academic Outcomes: A Path Model Analysis

• In Event: Student and Educator School Climate Perceptions: Dynamics and Correlates

Abstract

This study aims to explore how elementary students’ perceived relationships in classrooms predict their academic outcomes, such as their attitudes toward learning and subject achievements. In the 21st century, students’ social-emotional competencies (i.e., self-awareness, self-management, and social awareness) have been highlighted to explain their emotional well-being and academic achievement (Jones et al., 2019; Schweig et al., 2018). Many empirical studies have identified these relationships with fewer samples; additionally, the major populations belonged to Western cultures. Using a national database (n = 7,058) called the Korean Longitudinal Educational Data (KELS), this study explains the mechanisms of how students’ social-emotional variables are related to their academic outcomes in school, focusing on fifth-grade students in Asian culture.

Author

• Cheyeon Ha, Florida State University