SynthesisFrontiers in psychology2022
The impact of social-emotional learning: A meta-analysis in China.
Synthesis in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.
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Who cites it
12 citing papers in PubMed, 1 synthesis or guideline pooled it.
- How social-emotional learning promotes reading achievement? A systematic review of mechanisms and instructional design.Frontiers in psychology · 2025Pooled it
- Development and Validation of the Social-Emotional Competence Questionnaire for College Students.Behavioral sciences (Basel, Switzerland) · 2026Article
- Distributed Leadership and Teachers' Social and Emotional Learning Practices in Chinese Schools: A Relational Coordination Perspective Using TALIS 2024 Data.Behavioral sciences (Basel, Switzerland) · 2026Article
- Promoting Holistic Student Development Through Universal School-Based Social-Emotional Learning in China: A Meta-Analysis.Behavioral sciences (Basel, Switzerland) · 2026Review
- Profiles of social-emotional competence in elementary students: A latent profile analysis.PloS one · 2026Article
- Integrating social-emotional learning into community nursing curriculum: a quasi-experimental study on enhancing emotional competence and professional readiness in nursing students.Frontiers in medicine · 2026Article
- Cognitive linguistics approach to the representation of knowledge contents in college English textbooks.Frontiers in psychology · 2026Article
- Social interactions and affective neuroscience personality traits among Chinese educators: a randomized intervention study on wellbeing.Frontiers in psychology · 2026Article
- From needs to design: teachers' perspectives on core components of culturally responsive SEL in Türkiye.Frontiers in psychology · 2026Article
- Taking a Closer Look at Teacher Support and Children's Mental Health: The Mediating Role of Self-Concept and the Moderating Role of Area.Behavioral sciences (Basel, Switzerland) · 2025Article
- Social-emotional architecture of adolescent success: a mixed-methods investigation of social-emotional learning pathways in Chinese secondary education.Frontiers in psychology · 2025Article
- How do they eat: a digital diet ethnography of dietary behavior determinants among New Zealand and Chinese university students.Frontiers in nutrition · 2025Article
Corrections and comments
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Authors and funding
2 authors.
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Abstract
The cross-cultural adaptation of social-emotional learning (SEL) has cast doubts. Although there are significant differences between low- and high-context cultures, few analyses have been conducted on the effects of SEL intervention in high-context cultures. To explore the effectiveness of the SEL program in China, which is different from low-context cultural background, this study presents findings from a meta-analysis of 86 randomized SEL programs involving 8,736 students. Compared with the control group, SEL participants significantly improved social-emotional competence (SEC), including SEL skills, attitudes, positive social behavior, and emotional distress (reduction). However, there was no significant improvement in behavioral problems. Due to the lack of emotional education in China and the Hawthorne effect, compared with SEL programs in low-context countries, China's SEL programs have improved SEC more, up to three times that of low-context countries. The general area of the school, SEL framework, intervention object, and educational level of participants moderates SEL positive outcomes. Types of textbooks, SEL framework, participant features, and educational level of participants moderate SEL negative outcomes. These findings provide empirical evidence for the positive impact of SEL programs in China. To improve the SEC of Chinese students, policymakers should actively implement SEL programs in China.
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