Perceived school climate and adolescent behaviors among Chinese adolescents: Mediating effect of social‐emotional learning competencies

Abstract

Although school climate plays an important role in the development of adolescent prosocial behaviors and problem behaviors, little is known about the mechanisms underlying school climate's impact on such behaviors, particularly in Chinese adolescents. This study used a multi‐informant approach to investigate the mediating role of social‐emotional learning (SEL) competencies on the association of school climate with prosocial behaviors and problem behaviors (i.e., internalizing and externalizing behaviors) among Chinese adolescents. A total of 699 students (Mage = 12.89 years, SD = 0.70) in 7th and 8th grades from three middle schools in Chengdu, China completed measures of perceived school climate and SEL competencies. Their guardians also completed ratings on adolescent prosocial and problem behaviors. As predicted, while perceived school climate was positively associated with adolescent prosocial behaviors, it was negatively related to adolescent internalizing and externalizing behaviors. Analyses using PROCESS further showed that SEL competencies mediated the relationship between perceived school climate and adolescent behaviors. The findings underscored the importance of promoting positive school climate as well as SEL competencies to foster positive adolescent development.

Social and Emotional Learning and Ninth-Grade Students’ Academic Achievement

“…The findings of this study affirmed the importance of formal and informal socialization in developing students’ sense of connectedness in the school community, as well as the positive effects these factors can have on academic achievement. As previous research has argued the interconnectedness of SEL and school climate ( La Greca and Harrison 2005 ; Roeser et al 2000 ; Pan et al 2023 ; Yang et al 2020 ), our findings reflect the importance of SEL in building a climate that promotes relationship skills and positive academic outcomes. Therefore, continued efforts related to social–emotional learning policies and procedures will likely be beneficial to students by addressing the social and emotional competencies needed to succeed in school and beyond.…”

“…Some argue that school climate may have a moderating role between the schoolwide SEL and student outcomes such as cyberbullying victimization ( Yang et al 2020 ), which means student SEL perceptions may be associated with the school setting. Additionally, prior research has indicated that a positive school climate may have clear social norms, thereby encouraging prosocial behaviors and responsible decision making among students, which then leads to stronger SEL competencies ( Pan et al 2023 ). Pan et al also argued that school climate might serve as a foundation for students’ development of social–emotional skills by providing a supportive and safe environment for learning.…”

The impact of perceived school climate on exercise behavior engagement among obese adolescents: a dual mediation effect test of exercise benefits and perseverance qualities

“…The results also indicate that obese adolescents’ perception of school climate can not only directly predict exercise behavior, but also indirectly influence exercise behavior through the “bridge” of exercise benefits. The cultural environment of schools can influence students’ cognition and identification ( Yang, 2022 ), and cognition can affect behavior, and perceived school climate can promote both behavior and cognition ( Jiang, 2019 ), perceived school climate has a significant correlation with adolescent externalization behavior ( β = −0.112, SE = 0.037, 95% CI [−0.185, −0.039]) ( Pan et al, 2023 ), consistent with the results of this study ( β = −0.330, SE = 0.133,95% CI [0.107, 0.639], [0.101, 0.632]), and some studies have shown a certain relationship between family environment and perceived exercise benefits ( Guo et al, 2017 ). This study also verified that perceived school climate significantly predicts exercise benefits.…”

Psychometric Evaluation of the School Climate and School Identification Measure—Student on Chilean Students: A Bifactor Model Approach

“…Consequently, an adequate school climate is associated with gratitude, prosocial behavior [11,12], perceived social support and the ability to overcome obstacles faced in daily life to achieve proposed objectives [13]. Along the same lines, school climate is positively related to adolescents' psychological adjustment [2] and negatively related to externalizing and internalizing behaviors [2,12,14]. In addition, it moderates the association between homophobic victimization and depression [15], decreasing behavioral problems and peer conflicts and favoring school safety [16].…”

“…From a conceptual perspective, school climate is understood as the quality of social relationships among the people who are part of a school community, such as students, teachers and professional staff, considering the academic and moral values aspects and the norms shared in the school context [10]. Consequently, an adequate school climate is associated with gratitude, prosocial behavior [11,12], perceived social support and the ability to overcome obstacles faced in daily life to achieve proposed objectives [13]. Along the same lines, school climate is positively related to adolescents' psychological adjustment [2] and negatively related to externalizing and internalizing behaviors [2,12,14].…”