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

Abstract

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