How School Education Contributes to the Social and Emotional Development of Students: A Study Based on Cluster Analysis

doi:10.16382/j.cnki.1000-5560.2024.05.004

Abstract

Abstract:

This study focuses on five key school influencing factors perceived by students: student-classmate relationship, student-teacher relationship, teacher feedback, extra-curricular activities, and sense of belonging at school, and investigates how they collectively impact the social and emotional skills development of students. Utilizing data from the OECD's SSES2023 China survey, which includes a total of 7,648 students aged 10 and 15, we conducted a cluster analysis with the aforementioned five influencing factors as variables. By employing variance analysis and post-hoc tests, we uncovered differences in social and emotional competencies among student groups categorized by these factors. The study identifies five student clusters based on the perceived five school variables: School Satisfaction Group (students scoring high on all five school influencing factors), Social Advantage Group (students scoring high on student-classmate relationship, student-teacher relationship, and student-classmate relationship, student-teacher relationship), Diverse Interest Group (students scoring highest on extra-curricular activities), Feedback Proficient Group (students scoring high on teacher feedback), and School Support Group (students scoring lowest on all five school influencing factors). Among these, students in the School Satisfaction Group demonstrate the most outstanding performance in social and emotional skills, while the School Support Group exhibits the weakest performance. Furthermore, the Social Advantage Group, Diverse Interest Group, and Feedback Proficient Group show variations across different age groups and skill levels. This study not only provides robust data support for schools to conduct social and emotional skills but also offers empirical evidence for understanding the comprehensive influence of school factors on students' social and emotional skills development. It is of significant importance for guiding schools to formulate targeted teaching strategies and intervention measures, thus promoting students’ comprehensive and healthy development.

Key words: social and emotional skills, school influencing factors, cluster analysis

Jing Zhang, Jie Zheng, Haili Cui, Lijun Zhang. How School Education Contributes to the Social and Emotional Development of Students: A Study Based on Cluster Analysis[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 72-82.

Figures/Tables 10

	10岁组						15岁组
变量	学校满意组（1）	社交优势组（2）	多元兴趣组（3）	反馈达人组（4）	学校助力组（5）	F与事后检验	学校满意组（1）	社交优势组（2）	多元兴趣组（3）	反馈达人组（4）	学校助力组（5）	F与事后检验
毅力	781.42	734.36	661.15	636.79	600.74	312.27^*** 1>2>3>4>5	681.75	573.66	593.66	581.26	528.34	266.91^*** 1>3>4≈2>5
责任感	786.56	736.71	661.88	639.19	607.87	268.84^*** 1>2>3>4>5	691.78	599.79	610.97	595.14	544.83	219.16^*** 1>3>2≈4>5
自控力	815.43	714.20	617.17	595.15	562.88	306.07^*** 1>2>3>4>5	670.92	564.99	586.37	567.93	526.61	157.87^*** 1>3>4≈2>5
成就动机	770.67	710.37	643.58	623.69	593.05	320.92^*** 1>2>3>4>5	657.05	554.86	582.91	570.51	515.81	267.84^*** 1>3>4>2>5
抗压力	667.42	611.61	552.34	539.77	516.48	266.50^*** 1>2>3>4>5	584.34	513.19	526.09	514.20	470.98	157.74^*** 1>3>4≈2>5
乐观	716.17	670.31	595.32	574.30	542.36	368.43^*** 1>2>3>4>5	645.81	556.75	562.32	549.46	493.54	322.78^*** 1>3≈2>4>5
情绪控制	719.01	664.25	587.68	569.83	546.48	248.13^*** 1>2>3>4>5	614.54	537.44	537.66	525.61	487.12	157.60^*** 1>3≈2>4>5
共情	746.90	695.32	614.95	606.51	585.34	225.83^*** 1>2>3≈4>5	703.75	615.96	631.17	613.89	594.87	96.18^*** 1>3>2≈4>5
合作	886.16	821.97	685.55	657.69	619.48	408.95^*** 1>2>3>4>5	748.97	613.56	620.17	607.70	555.92	320.69^*** 1>3≈2≈4>5 3>4
信任	775.31	724.24	616.10	605.50	570.36	279.50^*** 1>2>3≈4>5	667.50	568.46	572.78	557.24	496.43	251.21^*** 1>3≈2>4>5
包容度	737.23	651.01	585.98	570.60	542.89	295.38^*** 1>2>3>4>5	670.84	568.99	595.00	576.26	541.77	181.01^*** 1>3>4≈2>5
好奇心	772.63	686.20	614.18	601.77	566.01	330.51^*** 1>2>3>4>5	686.31	570.23	601.20	585.67	543.25	211.34^*** 1>3>4>2>5
创造性	731.58	649.68	604.82	582.07	547.13	248.62^*** 1>2>3>4>5	628.15	534.49	575.03	548.32	514.84	122.99^*** 1>3>4>2>5
乐群	682.74	636.73	581.48	571.86	540.36	247.95^*** 1>2>3≈4>5	622.14	546.88	560.19	542.17	494.62	200.67^*** 1>3>2≈4>5
果敢	699.05	642.04	587.06	569.66	546.63	233.42^*** 1>2>3>4>5	578.29	524.25	551.99	529.57	484.66	132.96^*** 1>3>4≈2>5
活力	702.77	646.37	578.63	571.66	537.56	238.66^*** 1>2>3≈4>5	590.62	516.13	527.99	509.90	457.34	208.65^*** 1>3>2≈4>5

References 0

	Ahmeda, I. , Hamzah, A. , & Abdullah, M. N. Effect of emotionally positive classroom atmosphere on student social-emotional competence International Journal of Innovation, Creativity and Change 2020 12 8 320 339 Ahmeda, I. , Hamzah, A. , & Abdullah, M. N. (2020). Effect of emotionally positive classroom atmosphere on student social-emotional competence. International Journal of Innovation, Creativity and Change, 12(8), 320—339.
	Benson, P. L. , Scales, P. C. , & Syvertsen, A. K. The contribution of the developmental assets framework to positive youth development theory and practice Advances in Child Development and Behavior 2011 41 197 230 Benson, P. L. , Scales, P. C. , & Syvertsen, A. K. (2011). The contribution of the developmental assets framework to positive youth development theory and practice. Advances in Child Development and Behavior, 41, 197—230.
	Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
	Cervini, R. , Dari, N. , Quiroz, S. , & Atorresi, A. Maestro, aula y aprendizaje en América Latina Los datos del SERCE. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación 2014 12 2 105 137 Cervini, R. , Dari, N. , Quiroz, S. , & Atorresi, A. (2014). Maestro, aula y aprendizaje en América Latina. Los datos del SERCE. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación, 12(2), 105—137.
	Christenson, S. L. , & Havsy, L. H. (2004). Family-school-peer relationships: Significance for social, emotional, and academic learning. Building Academic Success on Social and Emotional Learning: What Does the Research Say (pp. 59−75), Teachers College Press.
	Christenson, S. L. , & Havsy, L. H. (2004). Family-school-peer relationships: Significance for social, emotional, and academic learning. Building Academic Success on Social and Emotional Learning: What Does the Research Say (pp. 59−75), Teachers College Press.
	Cohen, J. , McCabe, E. M. , Michelli, N. M. , & Pickeral, T. School climate: Research, policy, practice, and teacher education Teachers College Record 2009 111 1 180 213 Cohen, J. , McCabe, E. M. , Michelli, N. M. , & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180—213.
	Di Stasio, M. R. , & Savage, R. Classroom practices and peer social status in junior high school School Psychology International 2023 44 1 102 120 Di Stasio, M. R. , & Savage, R. (2023). Classroom practices and peer social status in junior high school. School Psychology International, 44(1), 102—120.
	Hajovsky, D. B. , Chesnut, S. R. , Helbig, K. A. , & Goranowski, S. M. On the examination of longitudinal trends between teacher–student relationship quality and social skills during elementary school School Psychology Review 2023 52 6 679 695 Hajovsky, D. B. , Chesnut, S. R. , Helbig, K. A. , & Goranowski, S. M. (2023). On the examination of longitudinal trends between teacher–student relationship quality and social skills during elementary school. School Psychology Review, 52(6), 679—695.
	Hanish, L. D. , Martin, C. L. , Miller, C. F. , Fabes, R. A. , DeLay, D. , & Updegraff, K. A. (2016). Social harmony in schools: A framework for understanding peer experiences and their effects. In Handbook of social influences in school contexts (pp. 48−62). Routledge.
	Immordino-Yang, M. H. , Darling-Hammond, L. , & Krone, C. R. Nurturing nature: How brain development is inherently social and emotional, and what this means for education Educational Psychologist 2019 54 3 185 204 Immordino-Yang, M. H. , Darling-Hammond, L. , & Krone, C. R. (2019). Nurturing nature: How brain development is inherently social and emotional, and what this means for education. Educational Psychologist, 54(3), 185—204.
	Kuzheleva, I. , & Kuzhelev, M. (2021). High school students' socialization features under certain conditions in a secondary school. In E3S Web of Conferences (Vol. 273, p. 12164). EDP Sciences.
	Lester, L. , & Cross, D. The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school Psychology of Well-being 2015 5 1 15 Lester, L. , & Cross, D. (2015). The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school. Psychology of Well-being, 5, 1—15.
	Morinaj, J. , de Moll, F. , Hascher, T. , Hadjar, A. , Grecu, A. , & Scharf, J. School alienation among adolescents in Switzerland and Luxembourg: The role of parent and peer supportive attitudes toward school and teacher autonomy support Youth & Society 2023 55 2 187 212 Morinaj, J. , de Moll, F. , Hascher, T. , Hadjar, A. , Grecu, A. , & Scharf, J. (2023). School alienation among adolescents in Switzerland and Luxembourg: The role of parent and peer supportive attitudes toward school and teacher autonomy support. Youth & Society, 55(2), 187—212.
	Prendergast, M. , O'Meara, N. , O'Hara, C. , Harbison, L. , & Cantley, I. Bridging the primary to secondary school mathematics divide: Teachers' perspectives Issues in Educational Research 2019 29 1 243 260 Prendergast, M. , O'Meara, N. , O'Hara, C. , Harbison, L. , & Cantley, I. (2019). Bridging the primary to secondary school mathematics divide: Teachers' perspectives. Issues in Educational Research, 29(1), 243—260.
	Ratnik, M. , & Rüütel, E. School factors affecting Estonian students’ subjective well-being at the basic school Problems of Education in the 21st Century 2017 75 6 599 Ratnik, M. , & Rüütel, E. (2017). School factors affecting Estonian students’ subjective well-being at the basic school. Problems of Education in the 21st Century, 75(6), 599.
	Revelle, W. , & Zinbarg, R. E. Coefficients alpha, beta, omega, and the glb: Comments on Sijtsma Psychometrika 2009 74 145 154 Revelle, W. , & Zinbarg, R. E. (2009). Coefficients alpha, beta, omega, and the glb: Comments on Sijtsma. Psychometrika, 74, 145—154.
	Shaffer, M. L. Impacting student motivation: Reasons for not eliminating extracurricular activities Journal of Physical Education, Recreation & Dance 2019 90 7 8 14 Shaffer, M. L. (2019). Impacting student motivation: Reasons for not eliminating extracurricular activities. Journal of Physical Education, Recreation & Dance, 90(7), 8—14.
	Soutter, A. K. What can we learn about wellbeing in school? The Journal of Student Wellbeing 2011 5 1 1 21 Soutter, A. K. (2011). What can we learn about wellbeing in school?. The Journal of Student Wellbeing, 5(1), 1—21.
	Steinmann, I. , Strietholt, R. , & Caro, D. Participation in extracurricular activities and student achievement: Evidence from German all-day schools School Effectiveness and School Improvement 2019 30 2 155 176 Steinmann, I. , Strietholt, R. , & Caro, D. (2019). Participation in extracurricular activities and student achievement: Evidence from German all-day schools. School Effectiveness and School Improvement, 30(2), 155—176.
	Vang, T. M. , & Nishina, A. Fostering school belonging and students’ well‐being through a positive school interethnic climate in diverse high schools Journal of School Health 2022 92 4 387 395 Vang, T. M. , & Nishina, A. (2022). Fostering school belonging and students’ well‐being through a positive school interethnic climate in diverse high schools. Journal of School Health, 92(4), 387—395.
	Zarrett, N. , & Eccles, J. The passage to adulthood: Challenges of late adolescence New Directions for Youth Development 2006 2006 111 13 28 Zarrett, N. , & Eccles, J. (2006). The passage to adulthood: Challenges of late adolescence. New Directions for Youth Development, 2006(111), 13—28.

	年龄	性别		总计
	年龄	女生	男生	总计
	10岁组	1936	2013	3949
	15岁组	1764	1935	3699
总计		3700	3948	7648

	同学关系（56.96±12.96）	师生关系（55.73±11.53）	教师反馈（7.95±2.32）	课外活动（20.46±8.29）	学校归属感（56.69±12.9）
毅力	0.50^**	0.48^**	0.25^**	0.26^**	0.50^**
责任感	0.48^**	0.45^**	0.22^**	0.24^**	0.51^**
自控力	0.50^**	0.46^**	0.26^**	0.27^**	0.48^**
成就动机	0.51^**	0.48^**	0.27^**	0.29^**	0.49^**
抗压力	0.49^**	0.43^**	0.26^**	0.25^**	0.50^**
乐观	0.56^**	0.48^**	0.26^**	0.27^**	0.58^**
情绪控制	0.47^**	0.41^**	0.22^**	0.22^**	0.49^**
共情	0.46^**	0.42^**	0.22^**	0.21^**	0.42^**
合作	0.56^**	0.51^**	0.25^**	0.25^**	0.56^**
信任	0.54^**	0.45^**	0.24^**	0.20^**	0.50^**
包容度	0.50^**	0.44^**	0.29^**	0.28^**	0.46^**
好奇心	0.51^**	0.48^**	0.30^**	0.28^**	0.49^**
创造性	0.45^**	0.40^**	0.27^**	0.31^**	0.44^**
乐群	0.47^**	0.39^**	0.25^**	0.25^**	0.55^**
果敢	0.45^**	0.39^**	0.24^**	0.25^**	0.43^**
活力	0.47^**	0.41^**	0.25^**	0.22^**	0.52^**

	同学关系（53.92±11.37）	师生关系（51.55±10.81）	教师反馈（7.62±2.05）	课外活动（17.06±6.39）	学校归属感（50.05±10.69）
毅力	0.44^**	0.46^**	0.35^**	0.27^**	0.47^**
责任感	0.42^**	0.41^**	0.27^**	0.23^**	0.47^**
自控力	0.36^**	0.37^**	0.28^**	0.24^**	0.37^**
成就动机	0.44^**	0.48^**	0.37^**	0.29^**	0.46^**
抗压力	0.35^**	0.32^**	0.26^**	0.21^**	0.46^**
乐观	0.49^**	0.43^**	0.30^**	0.22^**	0.61^**
情绪控制	0.38^**	0.34^**	0.20^**	0.16^**	0.46^**
共情	0.32^**	0.30^**	0.16^**	0.17^**	0.29^**
合作	0.52^**	0.47^**	0.30^**	0.25^**	0.54^**
信任	0.51^**	0.42^**	0.28^**	0.18^**	0.50^**
包容度	0.37^**	0.38^**	0.28^**	0.25^**	0.38^**
好奇心	0.38^**	0.42^**	0.32^**	0.25^**	0.39^**
创造性	0.29^**	0.31^**	0.27^**	0.26^**	0.32^**
乐群	0.38^**	0.30^**	0.27^**	0.25^**	0.57^**
果敢	0.29^**	0.28^**	0.28^**	0.27^**	0.38^**
活力	0.40^**	0.35^**	0.27^**	0.24^**	0.55^**

变量	10岁组						15岁组
变量	学校满意组（N = 440）	社交优势组（N = 551）	多元兴趣组（N = 501）	反馈达人组（N = 890）	学校助力组（N = 1196）	F	学校满意组（N = 477）	社交优势组（N = 743）	多元兴趣组（N = 504）	反馈达人组（N = 917）	学校助力组（N = 851）	F
同学关系	75.59	71.34	53.33	52.49	48.55	1486.08^***	75.54	54.22	52.22	51.64	44.78	1763.96^***
师生关系	71.83	68.99	52.71	52.35	47.68	1521.20^***	71.24	50.19	50.18	51.39	42.64	1487.69^***
教师反馈	11.07	7.53	7.64	9.48	6.01	1195.46^***	9.35	6.03	8.29	9.21	5.88	1209.52^***
课外活动	29.47	18.31	31.74	17.65	15.45	1173.10^***	20.40	15.08	26.62	14.62	13.84	819.56^***
学校归属感	73.99	67.99	53.71	54.63	48.21	875.22^***	65.85	51.74	49.98	49.04	40.59	875.84^***

[1]	Zhenguo Yuan, Zhongjing Huang, Hong Wang, Xiangyu Wang, Jing Zhang. First Report on the Development of Chinese Adolescents’ Social and Emotional Skills: Based on the Second Round of SSES Data [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 1-32.
[2]	Zhongjing Huang, Yipeng Tang, Juan Wang. Student Social and Emotional Competence: International Comparison and Chinese Performance [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 33-57.
[3]	Zhifang Shao, Yipeng Tang, Jing Zhang. The Technical Report on the 2^nd Round OECD Survey of Social and Emotional Skills of Chinese Adolescence [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 58-71.
[4]	Zhongjing Huang, Kaiyue Shang, Jing Zhang. Does Growth Mindset Affect Students’ Social and Emotional Skills Development: Empirical Analyses Based on OECD Social and Emotional Skills Study [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(4): 22-32.
[5]	Yipeng Tang, Zhongjing Huang. Empirical Research on the Cultivation Performance of Social and Emotional Skills: An International Comparative Analysis Based on SSES 2021 [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(4): 33-45.
[6]	Jing Zhang, Zeliang Jin, Zhongjing Huang. Can Social and Emotional Skills Effectively Reduce Students’ Bullying: Empirical Analyses Based on OECD Social and Emotional Skills Study [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(4): 46-55.
[7]	Lei Zheng, Yu Sun. Where there is a Will, there is a Way: Heterogeneous Effects of Students’ Willpower on Cognitive Abilities [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(8): 83-95.
[8]	Zhenguo Yuan, Zhongjing Huang, Jingjuan Li, Jing Zhang. Report on Chinese Adolescence’s Development of Social and Emotional Skills [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 1-32.
[9]	Jing Zhang, Yipeng Tang, Jiajun Guo, Zhifang Shao. The Technical Report on OECD Study on Social and Emotional Skills of Chinese Adolescence [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 109-126.
[10]	Xingyuan Gao, Hongyan Chen, Jie Wu, Zhongjing Huang. Task Performance: Report on the Study on Social and Emotional Skills of Chinese Adolescence (I) [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 33-46.
[11]	Zhi Liu, Ruirui Zhu, Haili Cui, Zhongjing Huang. Emotional Regulation: Report on the Study on Social and Emotional Skills of Chinese Adolescence (II) [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 47-61.
[12]	Yipeng Tang, Jie Zheng, Xiaoxue Sun, Zhongjing Huang. Collaboration: Report on the Study on Social and Emotional Skills of Chinese Adolescence (III) [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 62-76.
[13]	Zhifang Shao, Zhi Liu, Shuyu Yang, Zhongjing Huang. Open-mindedness: Report on the Study on Social and Emotional Skills of Chinese Adolescence (IV) [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 77-92.
[14]	Zhongjing Huang, Qian Wang, Huanchun Chen, Xingyuan Gao. Engaging with Others: The Report on the Study on Social and Emotional Skills of Chinese Adolescents (V) [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 93-108.
[15]	Yong Zhao. Fundamental Issues in Educational Assessment [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(4): 1-14.