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

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Listed:
  • Jieping Shi

    (Beijing Normal University)

  • Hui Qiu

    (The Chinese University of Hong Kong)

  • Aohua Ni

    (Peking University)

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.

Suggested Citation

  • Jieping Shi & Hui Qiu & Aohua Ni, 2023. "The Moderating Role of School Resources on the Relationship Between Student Socioeconomic Status and Social-Emotional Skills: Empirical Evidence from China," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 18(5), pages 2349-2370, October.
    • Handle: RePEc:spr:ariqol:v:18:y:2023:i:5:d:10.1007_s11482-023-10188-7
    DOI: 10.1007/s11482-023-10188-7
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    References listed on IDEAS

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