Psychological wellbeing and social emotional competence of Chinese children and adolescents in the post-pandemic era: patterns, determinants, and interrelations.

Background: The COVID-19 pandemic has presented distinct challenges to the psychological wellbeing (PWB) and social emotional competence (SEC) of Chinese children and adolescents due to prolonged prevention measures, but knowledge of their PWB and SEC status in the post-pandemic era-including distinctive patterns, essential determinants, and interrelationships-remains limited. Method: This study employed a self-report questionnaire with three sections (baseline characteristics, PWB scale, and SEC scale) to survey the PWB and SEC levels of Chinese children and adolescents in Gong'an County, central China. A total of 3,420 participants aged 8-16 from different areas in the district were surveyed and 2,848 valid responses were collected. Additionally, we identified 24 participants with low PWB and SEC scores and conducted follow-up interviews and family visits with them and their parents. Quantitative statistical analyses included descriptive analyses, analysis of variance (ANOVA), logistical regressions, and correlational analyses. Qualitative analyses were conducted to explain the statistical results as well as reveal emerging themed findings. Results: The quantitative data revealed moderate PWB and SEC levels among the participants, with significant variations based on baseline characteristics such as grade level, school location, academic rank, parent marital status, household economic condition, and left-behind status. Determinants influencing both PWB and SEC included academic rank, parent marital status, and household economic condition. The interrelationships between PWB and SEC dimensions also highlighted the importance of self-management for the wellbeing of Chinese youths. Furthermore, three theme findings were identified that are aligned with the quantitative results, focusing on PWB and SEC challenges, the impact of economic conditions on family dynamics, and the influence of grade obsession and self-esteem issues in the post-pandemic era. Conclusion: Teachers should monitor students' psychological and emotional wellbeing, especially those with poor academic performance, disadvantaged backgrounds, and unstable parental relationships. Non-left-behind children with high social awareness require equal attention. Effective interventions are needed to develop students' self-management and self-awareness, thus promoting their PWB.