Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?

Détails

Ressource 1Télécharger: fpsyg-12-640661.pdf (544.79 [Ko])
Etat: Public
Version: Final published version
Licence: CC BY 4.0
ID Serval
serval:BIB_397252EF4F76
Type
Article: article d'un périodique ou d'un magazine.
Collection
Publications
Institution
Titre
Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?
Périodique
Frontiers in psychology
Auteur⸱e⸱s
Mella N., Pansu P., Batruch A., Bressan M., Bressoux P., Brown G., Butera F., Cherbonnier A., Darnon C., Demolliens M., De Place A.L., Huguet P., Jamet E., Martinez R., Mazenod V., Michinov E., Michinov N., Poletti C., Régner I., Riant M., Robert A., Rudmann O., Sanrey C., Stanczak A., Visintin E.P., Vives E., Desrichard O.
ISSN
1664-1078 (Print)
ISSN-L
1664-1078
Statut éditorial
Publié
Date de publication
2021
Peer-reviewed
Oui
Volume
12
Pages
640661
Langue
anglais
Notes
Publication types: Journal Article
Publication Status: epublish
Résumé
There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyze the structure of interrelations between each variable, pointing to both central and mediatory school and socio-emotional variables within the network. Self-reported data from around 3,400 French vocational high school students were examined. This data included a set of interpersonal socio-emotional competencies (cognitive and affective empathy, socio-emotional behaviors and collective orientation), school adjustment measures (adaptation to the institution, school anxiety, self-regulation at school, and self-perceived competence at school) as well as grades in mathematics and French language. The results showed that self-regulation at school weighted the most strongly on the whole network, and was the most important mediatory pathway. More specifically, self-regulation mediated the relationships between interpersonal socio-emotional competencies and school grades.
Mots-clé
network analysis, school adjustment, school performance, self-regulation, socio-emotional competence
Pubmed
Web of science
Open Access
Oui
Création de la notice
04/10/2021 10:35
Dernière modification de la notice
06/10/2021 6:09
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