How Social and Emotional Skills Influence Students’ Public Engagement: Based on the Second Round of SSES

doi:10.16382/j.cnki.1000-5560.2024.05.006

Abstract

Abstract:

Active and effective public engagement is crucial in cultivating students to become “New Era Individuals”. This study leverages data from the Survey on Social and Emotional Skills (SSES 2023) conducted in Jinan, China, examining the current status of public engagement among students aged 10 and 15, and exploring the impact and mechanisms of social and emotional competencies on public engagement. The findings reveal that: (1) more than half of the surveyed students have never participated in public activities related to environmental protection or voluntary services, with the number of participants decreasing as the frequency of participation increases, and the public engagement frequency of 10-year-old students being significantly higher than that of 15-year-olds. (2) Assertiveness, creativity, and achievement motivation are key skills influencing students’ public engagement, with their importance surpassing other social and emotional skills. (3) Social and emotional skills not only directly influence students’ public engagement but also indirectly affect it through mediating pathways such as student-classmate relationship, sense of belonging at school, and the chained mediation of both. The study highlights the significant role of social and emotional skills in civic education, suggesting that leveraging these skills can enhance students’ level of public engagement through various measures.

Key words: social and emotional skills, public engagement, sense of belonging at school, student-classmate relationship

Hanwei Tang, Hong Zhang, Xingyuan Gao. How Social and Emotional Skills Influence Students’ Public Engagement: Based on the Second Round of SSES[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 99-111.

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References 0

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路径		环境保护
		效应值	效应量	95%置信区间
		效应值	效应量	下限	上限
10岁组（模型1）	直接效应	0.099	53.51%	0.061	0.136
	间接效应	0.086	46.49%	0.068	0.105
	果敢→学校归属感→环境保护	0.014	7.57%	0.006	0.022
	果敢→同学关系→环境保护	0.052	28.11%	0.032	0.072
	果敢→同学关系→学校归属感→环境保护	0.020	10.81%	0.009	0.031
15岁组（模型2）	直接效应	0.162	75.00%	0.124	0.200
	间接效应	0.054	25.00%	0.034	0.074
	成就动机→学校归属感→环境保护	0.014	6.48%	0.004	0.023
	成就动机→同学关系→环境保护	0.024	11.11%	0.003	0.044
	成就动机→同学关系→学校归属感→环境保护	0.016	7.41%	0.005	0.028

路径		志愿服务
		效应值	效应量	95%置信区间
		效应值	效应量	下限	上限
10岁组（模型3）	直接效应	0.195	79.27%	0.156	0.233
	间接效应	0.051	20.73%	0.032	0.070
	创造性→学校归属感→志愿服务	0.002	0.81%	?0.006	0.010
	创造性→同学关系→志愿服务	0.046	18.70%	0.025	0.067
	创造性→同学关系→学校归属感→志愿服务	0.003	1.22%	?0.009	0.014
15岁组（模型4）	直接效应	0.199	81.22%	0.165	0.233
	间接效应	0.046	18.78%	0.030	0.062
	果敢→学校归属感→志愿服务	0.012	4.90%	0.001	0.022
	果敢→同学关系→志愿服务	0.025	10.20%	0.011	0.039
	果敢→同学关系→学校归属感→志愿服务	0.009	3.67%	0.001	0.018

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