Data_Sheet_1_Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?.PDF
| Title: | Data_Sheet_1_Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?.PDF |
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| Authors: | Nathalie Mella; Pascal Pansu; Anatolia Batruch; Marco Bressan; Pascal Bressoux; Genavee Brown; Fabrizio Butera; Anthony Cherbonnier; Céline Darnon; Marie Demolliens; Anne-Laure De Place; Pascal Huguet; Eric Jamet; Ruben Martinez; Vincent Mazenod; Estelle Michinov; Nicolas Michinov; Celine Poletti; Isabelle Régner; Mathilde Riant; Anais Robert; Ocyna Rudmann; Camille Sanrey; Arnaud Stanczak; Emilio Paolo Visintin; Eva Vives; Olivier Desrichard |
| Publication Year: | 2021 |
| Subject Terms: | Applied Psychology; Clinical Psychology; Developmental and Educational Psychology; Neuroscience and Physiological Psychology; Organizational Behavioral Psychology; Personality; Social and Criminal Psychology; Gender Psychology; Health; Clinical and Counselling Psychology; Industrial and Organisational Psychology; Psychology not elsewhere classified; Psychology and Cognitive Sciences not elsewhere classified; socio-emotional competence; school adjustment; school performance; network analysis; self-regulation; psy; socio |
| Description: | 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. |
| Document Type: | dataset |
| Language: | unknown |
| Relation: | https://doi.org/10.3389/fpsyg.2021.640661.s001 |
| DOI: | 10.3389/fpsyg.2021.640661.s001 |
| Availability: | https://doi.org/10.3389/fpsyg.2021.640661.s001 |
| Rights: | undefined |
| Accession Number: | edsbas.24F3233F |
| Database: | BASE |