{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"submitter":["Wang Y"],"funding":["Beijing Education Committee Cooperation Building Foundation Project"],"pagination":["1282"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC6566918"],"repository":["biostudies-literature"],"omics_type":["Unknown"],"volume":["10"],"pubmed_abstract":["This study investigated the effects of social-emotional competency on pupils' academic achievement, academic emotions and attitudes, and interpersonal relationships. Participants were 7106 fourth-grade and fifth-grade students in western China. The results were: (1) social-emotional competency positively predicted pupils' academic achievement (including reading, mathematics, and science); (2) social-emotional competency predicted pupils' academic emotions and attitudes, including learning anxiety and interest, and academic emotions and attitudes played a mediating role in the relation between social-emotional competency and academic achievement; and (3) social-emotional competency positively predicted pupils' interpersonal relationships, including peer relationships and teacher-student rel"],"journal":["Frontiers in psychology"],"pubmed_title":["The Effect of Social-Emotional Competency on Child Development in Western China."],"pmcid":["PMC6566918"],"funding_grant_id":["BECA17046"],"pubmed_authors":["Yang Z","Zhang Y","Xin T","Wang F","Wang Y","Liu T"],"additional_accession":[]},"is_claimable":false,"name":"The Effect of Social-Emotional Competency on Child Development in Western China.","description":"This study investigated the effects of social-emotional competency on pupils' academic achievement, academic emotions and attitudes, and interpersonal relationships. Participants were 7106 fourth-grade and fifth-grade students in western China. The results were: (1) social-emotional competency positively predicted pupils' academic achievement (including reading, mathematics, and science); (2) social-emotional competency predicted pupils' academic emotions and attitudes, including learning anxiety and interest, and academic emotions and attitudes played a mediating role in the relation between social-emotional competency and academic achievement; and (3) social-emotional competency positively predicted pupils' interpersonal relationships, including peer relationships and teacher-student rel","dates":{"release":"2019-01-01T00:00:00Z","publication":"2019","modification":"2026-06-03T18:32:20.628Z","creation":"2019-07-24T07:18:00Z"},"accession":"S-EPMC6566918","cross_references":{"pubmed":["31231282"],"doi":["10.3389/fpsyg.2019.01282"]}}