Latent profiles of Chinese students' social-emotional learning competencies and their associations with academic motivation and achievement

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-11-06 DOI:10.1016/j.lindif.2024.102580

Yi Jiang , Linjia Zhang , Chun Chen

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Abstract

We investigated the latent profiles of social-emotional learning (SEL) competencies among Chinese high school students and their association with academic motivation, achievement, and personal characteristics. Latent profile analysis of a sample of 1530 eleventh graders revealed four distinct profiles: high SEL competencies, average SEL competencies, low SEL competencies, and extremely low SEL competencies. There were significant differences in students' expectancy-value beliefs and achievement goals across these profiles. However, achievement levels did not significantly vary with SEL profiles, suggesting that SEL and academic success might coexist independently in Chinese high school students. The profiles also showed meaningful associations with student characteristics, including gender and growth mindset. Notably, different from studies conducted in the Western context, the underrepresentation of female students in the high SEL competencies group highlights a potential cultural disparity, warranting further investigation. The findings of this study emphasize the importance of integrating SEL curricula into Chinese educational settings to enhance students' social, emotional, and academic development.

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中国学生社会情感学习能力的潜在特征及其与学习动机和学习成绩的关系

我们研究了中国高中生社会情感学习（SEL）能力的潜在特征及其与学习动机、成绩和个人特征的关系。我们对 1530 名十一年级学生的样本进行了潜特征分析，发现了四种不同的特征：较高的社会情感学习能力、一般的社会情感学习能力、较低的社会情感学习能力和极低的社会情感学习能力。在这些特征中，学生的期望值信念和成绩目标存在明显差异。然而，学生的成绩水平并没有随着 SEL 状况的不同而发生明显的变化，这表明在中国高中生中，SEL 和学业成功可能是独立共存的。此外，这些特征还与学生的特征（包括性别和成长型思维模式）产生了有意义的关联。值得注意的是，与在西方背景下进行的研究不同，女性学生在高 SEL 能力组中所占比例较低，这凸显了潜在的文化差异，值得进一步研究。本研究的结果强调了将SEL课程融入中国教育环境以促进学生社交、情感和学业发展的重要性。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).