Social and Emotional Variables as Predictors of Students' Perceived Cognitive Competence and Academic Performance

Autor/inn/en	Hachem, Maryam; Gorgun, Guher; Chu, Man-Wai; Bulut, Okan
Titel	Social and Emotional Variables as Predictors of Students' Perceived Cognitive Competence and Academic Performance
Quelle	In: Canadian Journal of School Psychology, 37 (2022) 4, S.362-384 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hachem, Maryam) ORCID (Chu, Man-Wai) ORCID (Bulut, Okan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/08295735221118474
Schlagwörter	Social Emotional Learning; Self Concept; Cognitive Ability; Academic Achievement; Structural Equation Models; School Districts; Kindergarten; Elementary Secondary Education; Social Cognition; Student Attitudes; Correlation; Foreign Countries; Student Surveys; Canada + Suchen Sie Ihr Suchwort? Selbstkonzept; Denkfähigkeit; Schulleistung; School district; Schulbezirk; Soziale Kognition; Schülerverhalten; Korrelation; Ausland; Schülerbefragung; Kanada
Abstract	Research extensively highlights the importance of social-emotional skills in learning and development. In this study, we evaluated whether social and emotional variables directly impact students' perceived cognitive competence and academic performance through a structural equation model. Survey responses (N = 29,384) were collected from 114 K-12 schools in a large school district in Alberta. Results showed that cognitive competence was directly predicted by social cognition and social competence but indirectly by emotional competence through the mediating effect of social competence. Academic performance was also directly predicted by social cognition. Cognitive competence was positively associated with academic emotions, while academic performance was negatively associated with them. Overall, our findings suggest that learning is a highly social process, and investing in the development of social-emotional skills must be a priority, with a primary focus on creating positive and supportive learning environments. Future research may adjust this model and target more specific social-emotional variables. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01