ArticleBehavioral sciences (Basel, Switzerland)2023
Reciprocal Associations among Social-Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School.
Article in Behavioral sciences (Basel, Switzerland), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- How physical exercise influences children's social-emotional competence: an empirical study based on a chain mediation model.BMC psychology · 2026Article
- The two correlations between Academic Stress and Subjective Academic Achievement: the mediating roles of Emotion Regulation and Cognitive Decline, and the moderating role of Mind Wandering.Frontiers in psychology · 2026Article
- The Effect of Developmental Characteristics of Adolescents' Perceived Social Support on Social-Emotional Competence from a Cumulative Ecological Resources Theory Perspective.Behavioral sciences (Basel, Switzerland) · 2025Article
- A cluster randomized controlled trial examining the effects of a four-week mindfulness-based practice on primary school students' interpersonal mindfulness, emotional intelligence, and attentional focus.Frontiers in psychology · 2025Article
- How perceived parental educational aspirations predict primary school children's educational aspirations, mathematics achievement and social-emotional competence: the mediating role of mathematics self-beliefs.Frontiers in psychology · 2025Article
- The Dynamic Relationships between Educational Expectations and Science Learning Performance among Students in Secondary School and Their Later Completion of a STEM Degree.Behavioral sciences (Basel, Switzerland) · 2024Article
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Authors and funding
3 authors.
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Abstract
The study aimed to examine the reciprocal associations among social-emotional competence (SEC), interpersonal relationships (including teacher-student relationships and peer relationships) and academic achievements in reading, mathematics and science of primary school students. The Chinese versions of the Delaware Social and Emotional Competency Scale, Teacher-student Relationship Scale, Peer-nomination method and Academic Achievement Tests were used to measure students' SEC, teacher-student relationships, peer relationships (including social preference (SP) and social impact (SI)) and academic achievements, respectively. In total, 3995 fourth-grade students participated in the first survey, and 2789 of them were tracked in the follow-up survey two years later. Structural equation modelling was employed to investigate the cross-lagged relationships among the variables across time. The results showed the reciprocal associations between SEC with academic achievements and teacher-student relationships, as well as between academic achievements with SP and teacher-student relationships. Moreover, variations in these reciprocal associations were observed across the subjects of reading, mathematics and science. In summary, this study offers new insights for enhancing students' SEC, interpersonal relationships and academic achievements, and implications for future subject-specific education can be derived by considering the complex interplay in the subjects of reading, mathematics and science.
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