ArticleBehavioral sciences (Basel, Switzerland)2025
Improving Confidence and Self-Esteem Among Socioeconomically Disadvantaged Children: A Social Emotional Learning Intervention in Rural China.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundChildren in underdeveloped rural areas of China often face socioeconomic disadvantages, which are associated with low confidence and self-esteem. While SEL programs have shown benefits internationally, evidence from Mainland China is limited. This study examined whether a school-based SEL intervention could improve confidence and self-esteem among children in economically disadvantaged rural areas.
methodsThe intervention was a quasi-experimental study conducted in a rural, underdeveloped region of central China. It involved 16 weekly sessions, each lasting 90 min. A total of 230 children aged 8-12 years participated in the intervention school, while 325 children from another school served as the control group. The study used a mixed-methods design, including a quantitative survey administered at baseline, post-intervention, and a 5-month follow-up, as well as qualitative interviews with 83 children, nine caregivers, and eight teachers following the intervention. A linear mixed-effects model was employed to evaluate the effectiveness of the intervention, while interview data were analyzed using an inductive thematic approach.
resultsThe findings suggested (1) children from lower socioeconomic backgrounds consistently reported lower levels of self-esteem and self-efficacy across all three assessment points. (2) There was a short-term intervention effect on self-esteem, with greater improvements among children from poorer families. (3) The increase in children's confidence meant they were more able to express themselves and mix with others. (4) Children's improvements were not sustained up to a 5-month follow-up.
conclusionsThe program may be effective in improving children's confidence and self-esteem in underdeveloped rural areas of China. Such a program may contribute not only to educational outcomes but also to broader efforts aimed at social mobility and poverty reduction.
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