Dataset Information

Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?

ABSTRACT: There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyze the structure of interrelations between each variable, pointing to both central and mediatory school and socio-emotional variables within the network. Self-reported data from around 3,400 French vocational high school students were examined. This data included a set of interpersonal socio-emotional competencies (cognitive and affective empathy, socio-emotional behaviors and collective orientation), school adjustment measures (adaptation to the institution, school anxiety, self-regulation at school, and self-perceived competence at school) as well as grades in mathematics and French language. The results showed that self-regulation at school weighted the most strongly on the whole network, and was the most important mediatory pathway. More specifically, self-regulation mediated the relationships between interpersonal socio-emotional competencies and school grades.

SUBMITTER: Mella N

PROVIDER: S-EPMC8452941 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?

Mella Nathalie N Pansu Pascal P Batruch Anatolia A Bressan Marco M Bressoux Pascal P Brown Genavee G Butera Fabrizio F Cherbonnier Anthony A Darnon Céline C Demolliens Marie M De Place Anne-Laure AL Huguet Pascal P Jamet Eric E Martinez Ruben R Mazenod Vincent V Michinov Estelle E Michinov Nicolas N Poletti Celine C Régner Isabelle I Riant Mathilde M Robert Anais A Rudmann Ocyna O Sanrey Camille C Stanczak Arnaud A Visintin Emilio Paolo EP Vives Eva E Desrichard Olivier O

Frontiers in psychology 20210907

There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyze the structure of inter ...[more]

PMID: 34557125

Similar Datasets

Project description:BackgroundSocio-emotional difficulties often result from very preterm (VPT) birth. The amygdala's developmental trajectory, including its nuclei, has been recognized as a significant factor in observed difficulties. This study aims to assess the relationship between amygdala volume and socio-emotional competencies in VPT children and adolescents.MethodsSocio-emotional competencies were assessed, and amygdala volumes, including subnuclei, were extracted automatically from structural scans in a cross-sectional cohort of VPT (n = 75) and full-term (FT, n = 41) aged 6-14 years. Group differences in amygdala volumes were assessed using ANCOVA, and associations with socio-emotional competencies were studied using partial least squares correlation (PLSC). In a VPT subgroup, additional longitudinal data with amygdala volumes at term-equivalent age (TEA) were manually extracted, growth rates calculated, and associations with school-age socio-emotional competencies investigated using PLSC.ResultsUsing cross-sectional data at school-age, amygdala volumes displayed comparable developmental patterns between the VPT and the FT groups. Greater volumes were associated with more emotional regulation difficulties in VPT and lower affect recognition competencies in FT. In the longitudinal VPT subgroup, no significant associations were found between amygdala volume trajectory and socio-emotional competencies.ConclusionAlthough our findings suggest typical amygdala development after VPT birth, further research is necessary to elucidate the developmental trajectory of amygdala and the role of resilience factors.ImpactIn our cohort, amygdala volumes, including subnuclei, displayed comparable developmental trajectories between the very preterm and the full-term groups. Higher amygdala volumes at school-age were associated with higher emotional regulation difficulties in the very-preterm born group, and with lower affect recognition abilities in full-term born children and adolescents. In a subgroup of very-preterm children and adolescents followed from birth to school-age, no significant associations were found between amygdala volumes at term-equivalent age and socio-emotional competencies at school-age.

Dataset Information

Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?

Publications

Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets