A Study of Factors Associated with Social-Emotional Competence in Chinese Adolescents Based on Meta-Analysis

Abstract

[Objective] In recent years, research results on the factors related to adolescents' social-emotional competence are relatively abundant, but there is a lack of systematic research. The purpose of the article is to explore the relationship between the related factors and adolescents' social-emotional competence, to provide reference for subsequent empirical studies, and to provide theoretical guidance for the comprehensive development of students in China. [Methods] Using Meta-analysis method, the article included a total of 23 literatures containing 52,720 samples through literature search and screening, summarized and combed five antecedent variables and two outcome variables, and conducted heterogeneity test, publication bias test, effect value analysis and moderating effect test on the 40 extracted effect values. [Results] It was found that gender, family socioeconomic status, interaction, class officer experience, home-school cooperation, and academic achievement were significantly and positively related to adolescents' social-emotional competence, with peer and teacher-student relationships having the strongest effect on students' social-emotional competence. At the basic education level, there was a significant moderating effect between teacher-student relationships and students' socio-emotional competence; there was no moderating effect of gender on teacher-student relationships, peer relationships and students' socio-emotional competence.