Acceso usuarios
[1]
China
This article has a correction in this same volume, issue 4, article 114.
This study investigated the role of teacher-student relations, student-student relations and school identification in the relationship between social and emotional competencies and student engagement. Participants included 656 Chinese middle school students with an age range of 12-16 years who completed the social and emotional competencies scale, teacher-student relations scale, student-student relations scale, school identification scale and student engagement scale. Structural equation modeling demonstrated that teacher-student relations, student-student relations and school identification independently mediated the effect of social and emotional competencies on student engagement. Importantly, the identified serial mediation model showed that social and emotional competencies could influence student engagement through the chain mediating effect of “teacher-student relations – school identification”, “student-student relations – school identification” and “teacher-student relations – student-student relations”. Moreover, “teacher-student relations – student-student relations – school identification” mediated the effect of social and emotional competencies on student engagement. These findings contribute to clarify the links between these variables and suggest that high social and emotional competencies may promote student engagement from teacher-student relations, student-student relations, school identification perspectives. They carry significant implications for student engagement, emphasizing the need for educational administrative leaders to consider developing students’ social and emotional competencies and implement tailored interventions that enhance teacher-student relations, student-student relations and school identification to improve student engagement.
