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How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data
Background: Promoting the development of the social and emotional skills of underprivileged-background students is an integral part of educational and social equity. To date, there has been a lack of relevant research in this field. Aims: This study investigated the impacts of cooperative school cli...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9777114/ https://www.ncbi.nlm.nih.gov/pubmed/36553256 http://dx.doi.org/10.3390/children9121812 |
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author | Wang, Weihao Xiao, Jian Li, Wenye Yao, Jijun |
author_facet | Wang, Weihao Xiao, Jian Li, Wenye Yao, Jijun |
author_sort | Wang, Weihao |
collection | PubMed |
description | Background: Promoting the development of the social and emotional skills of underprivileged-background students is an integral part of educational and social equity. To date, there has been a lack of relevant research in this field. Aims: This study investigated the impacts of cooperative school climate and competitive school climate on the development of the social and emotional skills of underprivileged-background students. Sample: This study used the data of Chinese underprivileged-background students (N = 1739) from the Study on Social and Emotional Skills conducted by the Organisation for Economic Cooperation and Development (OECD-SSES2019). Methods: This study selected the ordinary least squares (OLS) analysis method and the quantile regression (QR) analysis method. Results: The ordinary least squares (OLS) analysis results showed that cooperative school climates promoted the development of various dimensions of the social and emotional skills of underprivileged-background students, while competitive school climates had significant negative impacts on the collaboration and emotional regulation of underprivileged-background students and had no significant impact on the other three major domains, namely engagement with others, open-mindedness, and task performance. A quantile regression analysis further explored the heterogeneity in the impacts of cooperative school climate and competitive school climate on the development of the social and emotional skills of underprivileged-background students through quantile regression and found that the impacts of a competitive school climate on underprivileged-background students with different levels of social and emotional skills were homogeneous, while the impacts of a competitive school climate on underprivileged-background students with different levels of social and emotional skills were heterogeneous. Conclusions: These findings provide a greater insight into the roles of school cooperative climate and school competitive climate in the development process of the social and emotional skills of underprivileged-background students. |
format | Online Article Text |
id | pubmed-9777114 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-97771142022-12-23 How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data Wang, Weihao Xiao, Jian Li, Wenye Yao, Jijun Children (Basel) Article Background: Promoting the development of the social and emotional skills of underprivileged-background students is an integral part of educational and social equity. To date, there has been a lack of relevant research in this field. Aims: This study investigated the impacts of cooperative school climate and competitive school climate on the development of the social and emotional skills of underprivileged-background students. Sample: This study used the data of Chinese underprivileged-background students (N = 1739) from the Study on Social and Emotional Skills conducted by the Organisation for Economic Cooperation and Development (OECD-SSES2019). Methods: This study selected the ordinary least squares (OLS) analysis method and the quantile regression (QR) analysis method. Results: The ordinary least squares (OLS) analysis results showed that cooperative school climates promoted the development of various dimensions of the social and emotional skills of underprivileged-background students, while competitive school climates had significant negative impacts on the collaboration and emotional regulation of underprivileged-background students and had no significant impact on the other three major domains, namely engagement with others, open-mindedness, and task performance. A quantile regression analysis further explored the heterogeneity in the impacts of cooperative school climate and competitive school climate on the development of the social and emotional skills of underprivileged-background students through quantile regression and found that the impacts of a competitive school climate on underprivileged-background students with different levels of social and emotional skills were homogeneous, while the impacts of a competitive school climate on underprivileged-background students with different levels of social and emotional skills were heterogeneous. Conclusions: These findings provide a greater insight into the roles of school cooperative climate and school competitive climate in the development process of the social and emotional skills of underprivileged-background students. MDPI 2022-11-24 /pmc/articles/PMC9777114/ /pubmed/36553256 http://dx.doi.org/10.3390/children9121812 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Wang, Weihao Xiao, Jian Li, Wenye Yao, Jijun How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data |
title | How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data |
title_full | How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data |
title_fullStr | How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data |
title_full_unstemmed | How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data |
title_short | How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data |
title_sort | how school climate affects the development of the social and emotional skills of underprivileged-background students—an empirical study based on the sses2019 data |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9777114/ https://www.ncbi.nlm.nih.gov/pubmed/36553256 http://dx.doi.org/10.3390/children9121812 |
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