The Relationship between Social Emotional Learning Competencies and Life Satisfaction in Adolescents: Mediating Role of Academic Resilience

Abstract

Social-emotional learning (SEL) competencies has been the subject of many studies. The purpose of this study was to examine the mediating role of academic resilience in the relationship between adolescents' social-emotional learning competencies and life satisfaction. The study group was composed of 371 adolescents. Self-report measurement tools were used in the study. Structural equation modeling was used to investigate the mediating role of academic resilience in the relationship between social-emotional learning and life satisfaction. As a result of the study, it was concluded that social-emotional learning competencies predicted life satisfaction and academic resilience. Also, academic resilience predicted life satisfaction. As a result of this study, it has been concluded that academic resilience has a mediating effect on the relationship between socialemotional learning competencies and life satisfaction. It is suggested that include academic resilience activities in SEL programs to be developed to increase the quality of life, happiness, well-being and life satisfaction.

The role of social and emotional skills on adolescents’ life satisfaction and academic performance

“…Indeed, social and emotional competencies has been demonstrated as a predictor of life satisfaction (Branquinho et al, 2023;García-Martínez et al, 2023;Turan, 2021). Branquinho et al (2023) revealed the significant influence of social and emotional competencies on the life satisfaction of young individuals.…”

“…In this context, the management and regulation of emotions are considered crucial for maintaining adaptive psychosocial functionality during adolescence (Turan, 2021). Therefore, interventions based on Social and Emotional Learning are experiencing increased prominence and could be considered a protective factor to address the challenges arising from the pandemic (Turan, 2021).…”

“…In this context, the management and regulation of emotions are considered crucial for maintaining adaptive psychosocial functionality during adolescence (Turan, 2021). Therefore, interventions based on Social and Emotional Learning are experiencing increased prominence and could be considered a protective factor to address the challenges arising from the pandemic (Turan, 2021). Social and Emotional Learning is defined as: the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.…”

“…The development of Social and Emotional Learning has diverse effects on people's quality of life, including its impact on academic performance (Corcoran et al, 2018;Mira-Galvañ & Gilar-Corbi, 2020) and life satisfaction (Turan, 2021). Life satisfaction pertains to an individual's holistic assessment of their quality of life, based on personal criteria and standards (Shin & Johnson, 1978).…”

“…This enhanced adaptability can have a significant impact on life satisfaction (Branquinho et al, 2023) as well as in academic performance (Corcoran et al, 2018;Mira-Galvañ & Gilar-Corbi, 2020). Considering all these factors, social and emotional competencies can empower adolescents to cultivate skills that enhance their well-being and foster their life satisfaction (Turan, 2021), mitigating the adverse impacts of the pandemic on young individuals and society as a whole.…”