Cargando…

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...

Descripción completa

Detalles Bibliográficos
Autores principales: Wang, Weihao, Xiao, Jian, Li, Wenye, Yao, Jijun
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
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
_version_ 1784856024306417664
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
work_keys_str_mv AT wangweihao howschoolclimateaffectsthedevelopmentofthesocialandemotionalskillsofunderprivilegedbackgroundstudentsanempiricalstudybasedonthesses2019data
AT xiaojian howschoolclimateaffectsthedevelopmentofthesocialandemotionalskillsofunderprivilegedbackgroundstudentsanempiricalstudybasedonthesses2019data
AT liwenye howschoolclimateaffectsthedevelopmentofthesocialandemotionalskillsofunderprivilegedbackgroundstudentsanempiricalstudybasedonthesses2019data
AT yaojijun howschoolclimateaffectsthedevelopmentofthesocialandemotionalskillsofunderprivilegedbackgroundstudentsanempiricalstudybasedonthesses2019data