Teaching for Well-Being: The Mediating Roles of Social-Emotional Competence and Academic Buoyancy.

Christopher L Thomas, Sarah M Sass, Staci M Zolkoski

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Christopher L ThomasSchool of Education, University of Texas at Tyler, Tyler, TX 75799, USA.ORCID 0000-0001-6804-5318

Sarah M SassDepartment of Psychology and Counseling, University of Texas at Tyler, Tyler, TX 75799, USA.

Staci M ZolkoskiSchool of Education, University of Texas at Tyler, Tyler, TX 75799, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Teaching practices have been identified as important predictors of perceived social-emotional competence and subsequent academic, emotional, and social outcomes in K-12 learners. However, the contribution of teaching practices to adaptive social-emotional outcomes is not as well understood in higher education contexts. Thus, the primary aim of this study was to explore the relationships between teaching quality, perceived social-emotional competence, academic buoyancy, and well-being in a university sample. The final analytic sample consisted of undergraduate and graduate students (

Indexed as

mediation analysissocial emotional competenceteaching practicesuniversity students

Identifiers

PMID42193646

DOI10.3390/bs16050767

PMCPMC13203393

What OpenQuestion holds

Textmetadata

LicenceCC BY

Read underepoch 390

Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.