The Moderating Role of School Resources on the Relationship Between Student Socioeconomic Status and Social-Emotional Skills: Empirical Evidence from China

Jieping Shi, Hui Qiu and Aohua Ni ()
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Jieping Shi: Beijing Normal University
Hui Qiu: The Chinese University of Hong Kong
Aohua Ni: Peking University

Applied Research in Quality of Life, 2023, vol. 18, issue 5, No 8, 2349-2370

Abstract: Abstract Despite the importance of social-emotional skills on personal future quality-of-life, little is known about educational inequalities in social-emotional skills. To address the gap, the current study examines the relationship between student socioeconomic status and social-emotional skills and whether schools exacerbate or mitigate socioeconomic disparities in social-emotional skills. Using the OECD Survey on Social and Emotional Skills database of 7,246 Chinese students aged 10 and 15, we found that socioeconomic status positively influenced social-emotional skills and that school resources mitigated their relationship. Findings suggested that school resources could compensate for the adverse effects of low socioeconomic status on students’ social-emotional skills, supporting the resource substitution hypothesis. Practical implications and limitations were discussed.

Keywords: social-emotional skills; socioeconomic status; educational inequality; resource substitution; social emotional learning (search for similar items in EconPapers)
Date: 2023
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DOI: 10.1007/s11482-023-10188-7

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