The Impact of Family Socioeconomic Status on Students’ Social and Emotional Skills: The Serial Mediation Role of Growth Mindset and Test and Class Anxiety

doi:10.16382/j.cnki.1000-5560.2024.05.005

Abstract

Abstract:

Based on the data from the OECD Survey on Social and Emotional Skills conducted in Jinan in 2023, this study focuses on the impact of family socioeconomic status on students’ social and emotional skills. It explores the mediating mechanisms through which growth mindset and test and class anxiety influence this relationship. The findings indicate that: (1) both family socioeconomic status and growth mindset have a significant positive effect on students’ social and emotional skills, while test and class anxiety has a significant negative effect; (2) growth mindset plays a significant positive mediating role, meaning that family socioeconomic status positively promotes students’ social and emotional skills through the mediation of growth mindset; (3) test and class anxiety, as a mediator, shows a significant negative mediating effect, suggesting that family socioeconomic status can adversely affect students’ social and emotional skills through the mediation of test and class anxiety; (4) the study further reveals a significant positive serial mediation effect between growth mindset and test and class anxiety, indicating that family socioeconomic status affects students’ growth mindset, which in turn regulates their level of test and class anxiety, ultimately exerting a comprehensive impact on their social and emotional skills. Based on empirical discussions, this study proposes three suggestions for enhancing the development of student’s social and emotional skills. Firstly, schools should provide more resources and platforms to support students from lower socioeconomic backgrounds. Secondly, establish a path mechanism for cultivating growth mindset with schools as the main battlefield system. Thirdly, promote collaboration between home and school to address the issue of test and class anxiety among adolescents jointly.

Key words: family socioeconomic status, growth mindset, test and class anxiety, social and emotional skills, mediation

Zhi Liu, Jia Li, Chenxi Liang. The Impact of Family Socioeconomic Status on Students’ Social and Emotional Skills: The Serial Mediation Role of Growth Mindset and Test and Class Anxiety[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 83-98.

Figures/Tables 13

References 0

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变量	SES	任务能力	情绪调节	协作能力	交往能力	开放能力	成长型思维	学业焦虑
SES	1.00*	0.16*	0.13*	0.12*	0.18*	0.20*	0.07*	?0.06*
任务能力		1.00*	0.78*	0.73*	0.76*	0.71*	0.53*	?0.37*
情绪调节			1.00*	0.73*	0.73*	0.74*	0.52*	?0.46*
协作能力				1.00*	0.74*	0.70*	0.57*	?0.27*
交往能力					1.00*	0.76*	0.53*	?0.31*
开放能力						1.00*	0.48*	?0.34*
成长型思维							1.00*	?0.18*
均值	?0.11	655.24	586.93	657.51	609.61	591.12	55.46	43.47
标准差	0.58	124.58	100.09	127.54	114.83	93.88	10.4	11.57

预测变量结果变量	成长型思维	任务能力	情绪调节	协作能力	交往能力	开放能力
SES（c）		33.44^** （3.63）	21.88^** （2.92）	26.69^** （3.73）	32.04^** （2.69）	35.25^** （3.30）
SES（a₁）	1.19^** （0.31）
SES （c'）		25.96^** （3.11）	15.94^** （2.51）	18.30^** （3.09）	27.05^** （2.38）	28.42^** （2.81）
成长型思维（b₁）		6.21^** （0.17）	4.93^** （0.14）	6.90^** （0.17）	4.24^** （0.13）	5.72^** （0.16）
R²	0.00	0.29	0.28	0.33	0.26	0.30
F	15.07^**	691.03^**	649.50^**	830.32^**	597.37^**	733.34^**

路径	估计值	标准误	LL0.5%	UL0.5%	占总效应比例（%）
SES→成长型思维 →任务能力（a₁·b₁）	7.36	1.92	2.94	13.06	22.01
SES→成长型思维 →情绪调节（a₁·b₁）	5.84	1.53	2.28	9.85	26.70
SES→成长型思维 →协作能力（a₁·b₁）	8.21	2.15	3.35	14.19	30.77
SES→成长型思维 →交往能力（a₁·b₁）	6.77	1.78	2.77	11.96	21.14
SES→成长型思维 →开放能力（a₁·b₁）	5.04	1.33	1.96	8.92	14.29

预测变量结果变量	学业焦虑	任务能力	情绪调节	协作能力	交往能力	开放能力
SES（a₂）	?1.12^** （0.34）
学业焦虑（b₂）		?3.88^** （0.17）	?3.94^** （0.13）	?2.96^** （0.18）	?2.68^** （0.13）	?2.93^** （0.16）
SES （c'）		29.62^** （3.41）	17.95^** （2.62）	23.39^** （3.64）	29.39^** （2.57）	32.08^** （3.18）
R²	0.00	0.15	0.22	0.09	0.15	0.12
F	10.74^**	304.38^**	480.67^**	157.23^**	293.52^**	229.52^**

路径	估计值	标准误	LL0.5%	UL0.5%	占总效应比例（%）
SES→学业焦虑→ 任务能力（a₂·b₂）	4.39	1.38	1.20	8.11	13.13
SES→学业焦虑→ 情绪调节（a₂·b₂）	4.48	1.39	1.25	8.42	20.48
SES→学业焦虑→ 协作能力（a₂·b₂）	3.34	1.06	0.91	6.21	12.53
SES→学业焦虑→ 交往能力（a₂·b₂）	3.31	1.06	0.89	6.30	10.32
SES→学业焦虑→ 开放能力（a₂·b₂）	3.03	0.96	0.85	5.70	8.58