Relationship Among Children’s Social-emotional Competence, Social Support, Academic Achievement and Aggressive Behavior in the Primary School in China

Bei Lyu, Jing Li, Weili Huang, Xiaoyu Liao, Jiang Qilin, Wucheng Dong


With the development of humanistic education, scholars believe that children’s social-emotional competence mostly will take charge of their future family, school and life success in the future. Because of too much time focusing on social-skills training and few about children’ s social-emotional competence and relationship between social-emotional competence and aggressive behavior in China, and this article firstly shows concepts of social-emotional competence, social support, academic achievement and aggressive behavior. Secondly, social-emotional competence and social support were hypothesized to have strong influences on academic achievement and aggressive behavior in the study. Participants were 301 pupils (151 boys and 150 girls) from 2 elementary schools in Nanjing, China. The findings suggest that the students with stronger social-emotional competence performed fewer aggressive behaviors than the other peers.

Keywords: children; social-emotions competence; social support; aggression

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