How Family Socioeconomic Status Affects Students' Social-Emotional Competence: An Analysis Based on Data From 1,493 Parents of Students in China

• In Event: Cultural Explorations of Social and Emotional Learning

Abstract

A questionnaire survey of 1,493 parents of elementary school students in mainland China was used to explore the relationship between family socio-economic status and students’ social-emotional competence and its mechanism. The results showed that：Family socio-economic status was a significant positive predictor of students’ social emotional competence; Parents’ self-efficacy and parental involvement play an independent intermediary role between family socio-economic status and students’ social emotional competence; Parents’ self-efficacy and parental involvement play a fully mediating role in the relationship between family socio-economic status and students' socioemotional competence.

Authors

• Wanying Zhang, Beijing Normal University

• Yaqing Mao, Beijing Normal University