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.
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Notes
The contextual effects of school-level SES could also be examined by grand-mean centering on all independent variables, since grand-mean centering and group-mean centering could produce equivalent parameter estimates in this situation (Enders & Tofighi, 2007; Kreft et al., 1995). If using grand-mean centering, the coefficient of school-level SES was the partial regression slope indicating the SES influence at the school level after controlling for the SES influence at the student level. Results showed that the coefficient of school-level SES was 9.163 (p < 0.05), almost identical to the difference between the coefficient of student-level SES (14.281) and the coefficient of school-level SES (23.477) in model 3.
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Most of the work presented in this manuscript was conducted while the first author was affiliated with The Chinese University of Hong Kong. The revised version was prepared at Bei**g Normal University.
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Shi, J., Qiu, H. & Ni, A. The Moderating Role of School Resources on the Relationship Between Student Socioeconomic Status and Social-Emotional Skills: Empirical Evidence from China. Applied Research Quality Life 18, 2349–2370 (2023). https://doi.org/10.1007/s11482-023-10188-7
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DOI: https://doi.org/10.1007/s11482-023-10188-7