View in EDS

Contextual factors affecting adolescents' social-emotional skills: A network analysis and cross-cultural comparison.

Saved in:

Bibliographic Details
Title:	Contextual factors affecting adolescents' social-emotional skills: A network analysis and cross-cultural comparison.
Authors:	Zhang X; Faculty of Education, University of Macau, Macao SAR, China., Wang Y; University International College, Macau University of Science and Technology, Macao SAR, China., Chen M; Faculty of Education, University of Macau, Macao SAR, China.
Source:	Journal of research on adolescence : the official journal of the Society for Research on Adolescence [J Res Adolesc] 2025 Dec; Vol. 35 (4), pp. e70104.
Publication Type:	Journal Article
Language:	English
Journal Info:	Publisher: Wiley-Blackwell Country of Publication: United States NLM ID: 9109126 Publication Model: Print Cited Medium: Internet ISSN: 1532-7795 (Electronic) Linking ISSN: 10508392 NLM ISO Abbreviation: J Res Adolesc Subsets: MEDLINE
Imprint Name(s):	Publication: Hoboken, NJ : Wiley-Blackwell Original Publication: Hillsdale, N.J. : Lawrence Erlbaum Associates, c1991-
MeSH Terms:	Social Skills* , Students/psychology , Adolescent Behavior/psychology , Emotions* , Social Learning*, Humans ; Adolescent ; Cross-Cultural Comparison ; Female ; Male ; Resilience, Psychological
Abstract:	This study examined the role of contextual factors in shaping adolescents' social-emotional learning (SEL) using data from the Programme for International Student Assessment (PISA) 2018. The sample included 292,466 15-year-old adolescents across 42 countries or economies (18 low- and 24 high-context economies). Network analysis highlighted stress resilience, cooperation, perseverance, and curiosity as pivotal skills of SEL, with stress resilience emerging as central. The results further indicated significant cultural variations in how contextual factors would affect students' SEL: In high-context cultures (where communication relies heavily on implicit and situational cues), teacher-student relationships played a more central role, while in low-context cultures (where communication tends to be explicit and direct), sense of school belonging was prioritized. These results underscored the need for culturally responsive SEL programs, tailored to specific cultural dynamics, to support optimal skill development. (© 2025 Society for Research on Adolescence.)
References:	Aghaz, A., & Salmasi, S. D. (2024). The impact of cultural values on students' communication apprehension in online classrooms: The moderating role of gender. The International Journal of Management Education, 22(3), 1–14. https://doi.org/10.1016/j.ijme.2024.101077. Allen, K. A., Jamshidi, N., Berger, E., Reupert, A., Wurf, G., & May, F. (2022). Impact of school‐based interventions for building school belonging in adolescence: A systematic review. Educational Psychology Review, 34(1), 229–257. https://doi.org/10.1007/s10648‐021‐09621‐w. Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2021). Emotional development in preschoolers and socialization. Early Child Development and Care, 191(16), 2484–2493. https://doi.org/10.1080/03004430.2020.1717480. Arslan, G., & Allen, K. A. (2021). School victimization, school belongingness, psychological well‐being, and emotional problems in adolescents. Child Indicators Research, 14(4), 1501–1517. https://doi.org/10.1007/s12187‐021‐09813‐4. Benjamin, L., Ni, X., & Wang, S. W. (2021). Implicit support differs across five groups in the US, Taiwan, and Mexico. Cultural Diversity and Ethnic Minority Psychology, 27(4), 675–683. https://doi.org/10.1037/cdp0000471. Blakemore, S. J., & Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65(1), 187–207. https://doi.org/10.1146/annurev‐psych‐010213‐115202. Boku, M. (2025). Can bilinguals' procedural schema transfer be identified in high‐and low‐context cultures? A cross‐cultural inference level comparison. International Journal of Bilingual Education and Bilingualism, 28(5), 565–578. https://doi.org/10.1080/13670050.2024.2446985. Briganti, G., Scutari, M., Epskamp, S., Borsboom, D., Hoekstra, R. H., Golino, H. F., & McNally, R. J. (2024). Network analysis: An overview for mental health research. International Journal of Methods in Psychiatric Research, 33(4), 1–24. https://doi.org/10.1002/mpr.2034. Bringmann, L. F., Elmer, T., Epskamp, S., Krause, R. W., Schoch, D., Wichers, M., Wigman, J. T. W., & Snippe, E. (2019). What do centrality measures measure in psychological networks? Journal of Abnormal Psychology, 128(8), 892–903. https://doi.org/10.1037/abn0000446. Brown, D. F. (2024). Young adolescents and the middle schools they need: Strategies for educators to support student growth. Routledge. Bulotsky‐Shearer, R. J., Alamos, P., Futterer, J., & Bailey, J. (2022). A developmental framework for SEL assessment: Context, culture, and equity. In J. Burrus, S. H. Rikoon, & M. W. Brenneman (Eds.), Assessing competencies for social and emotional learning (pp. 28–42). Routledge. Calma‐Birling, D., & Zelazo, P. D. (2022). A network analysis of high school and college students' COVID‐19‐related concerns, self‐regulatory skills, and affect. American Psychologist, 77(6), 727–742. https://doi.org/10.1037/amp0001023. Campbell, S., & Osborn, T. L. (2021). Adolescent psychopathology and psychological wellbeing: A network analysis approach. BMC Psychiatry, 21(1), 1–13. https://doi.org/10.1186/s12888‐021‐03331‐x. Chen, H., & Yu, Y. (2022). The impact of social‐emotional learning: A meta‐analysis in China. Frontiers in Psychology, 13, 1–13. https://doi.org/10.3389/fpsyg.2022.1040522. Chen, M., Zee, M., & Roorda, D. L. (2024). Drawings tell the difference: Student characteristics and student‐teacher relationships in a cross‐cultural context. Journal of Research in Childhood Education, 39(1), 98–117. https://doi.org/10.1080/02568543.2024.2348458. Clem, A. L., Rudasill, K. M., Hirvonen, R., Aunola, K., & Kiuru, N. (2021). The roles of teacher‐student relationship quality and self‐concept of ability in adolescents' achievement emotions: Temperament as a moderator. European Journal of Psychology of Education, 36(2), 263–286. https://doi.org/10.1007/s10212‐020‐00473‐6. Collaborative for Academic, Social, and Emotional Learning. (2020). CASEL's SEL framework. https://casel.org/wp‐content/uploads/2020/10/CASEL‐SEL‐Framework‐10.2020‐1.pdf. Collie, R. J. (2022). Instructional support, perceived social‐emotional competence, and students' behavioral and emotional well‐being outcomes. Educational Psychology, 42(1), 4–22. https://doi.org/10.1080/01443410.2021.1994127. Costantini, G., Epskamp, S., Borsboom, D., Perugini, M., Mõttus, R., Waldorp, L. J., & Cramer, A. O. (2015). State of the aRt personality research: A tutorial on network analysis of personality data in R. Journal of Research in Personality, 54, 13–29. https://doi.org/10.1016/j.jrp.2014.07.003. Crone, E. A., & Dahl, R. E. (2012). Understanding adolescence as a period of social‐affective engagement and goal flexibility. Nature Reviews Neuroscience, 13(9), 636–650. https://doi.org/10.1038/nrn3313. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467‐8624.2010.01564.x. Epskamp, S., Borsboom, D., & Fried, E. I. (2018). Estimating psychological networks and their accuracy: A tutorial paper. Behavior Research Methods, 50, 195–212. https://doi.org/10.3758/s13428‐017‐0862‐1. Falavarjani, M. F. (2025). Fairness in classroom assessments at individual and national culture levels: A cross‐cultural empirical examination [Unpublished doctoral dissertation]. University of Saskatchewan. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press. Goldberg, J. M., Sklad, M., Elfrink, T. R., Schreurs, K. M., Bohlmeijer, E. T., & Clarke, A. M. (2019). Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: A meta‐analysis. European Journal of Psychology of Education, 34, 755–782. https://doi.org/10.1007/s10212‐018‐0406‐9. Ha, C., & Cipriano, C. (2025). Trajectories of early adolescents' psychological factors and academic outcomes: Three‐year longitudinal study. Journal of Applied Developmental Psychology, 99, 1–11. https://doi.org/10.1016/j.appdev.2025.101831. Hall, E. T. (1976). Beyond culture. Anchor Books. Heshmati, S., Oravecz, Z., Brick, T. R., & Roeser, R. W. (2022). Assessing psychological well‐being in early adulthood: Empirical evidence for the structure of daily well‐being via network analysis. Applied Developmental Science, 26(2), 207–225. https://doi.org/10.1080/10888691.2020.1766356. Hevey, D. (2018). Network analysis: A brief overview and tutorial. Health Psychology and Behavioral Medicine, 6(1), 301–328. Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind. McGraw‐Hill. Jagers, R., Rivas‐Drake, D., & Borowski, T. (2018). Toward transformative social and emotional learning: Using an equity lens. Collaborative for Academic, Social, and Emotional Learning. Kim, K. J., & Bonk, C. J. (2002). Cross‐cultural comparisons of online collaboration. Journal of Computer‐Mediated Communication, 8(1), JCMC814. https://doi.org/10.1111/j.1083‐6101.2002.tb00163.x. King, R. B., Haw, J. Y., & Wang, Y. (2024). Need‐support facilitates well‐being across cultural, economic, and political contexts: A self‐determination theory perspective. Learning and Instruction, 93, 1–14. https://doi.org/10.1016/j.learninstruc.2024.101978. Kornienko, O., Umaña‐Taylor, A. J., Hernández, M. M., & Ha, T. (2024). Friendship network and school socialization correlates of adolescent ethnic‐racial identity development. Journal of Youth and Adolescence, 53(11), 2551–2571. https://doi.org/10.1007/s10964‐024‐02052‐0. Lang, S. N., Jeon, L., Schoppe‐Sullivan, S. J., & Wells, M. B. (2020). Associations between parent‐teacher cocaring relationships, parent‐child relationships, and young children's social emotional development. Child & Youth Care Forum, 49(4), 623–646. https://doi.org/10.1007/s10566‐020‐09545‐6. Lereya, S. T., Patalay, P., & Deighton, J. (2022). Predictors of mental health difficulties and subjective wellbeing in adolescents: A longitudinal study. JCPP Advances, 2(2), 1–10. https://doi.org/10.1002/jcv2.12074. Li, A., Miller, F. G., & Williams, S. C. (2025). Cultural adaptations to social‐emotional learning programs: A systematic review. School Psychology, 40(2), 108–120. https://doi.org/10.1037/spq0000649. Li, J., Liu, C., Wulandari, T., Wang, P., Li, K., Ren, L., & Liu, X. (2022). The relationship between dimensions of empathy and symptoms of depression among university students during the COVID‐19 pandemic: A network analysis. Frontiers in Public Health, 10, 1–10. https://doi.org/10.3389/fpubh.2022.1034119. Lim, J. H., Rho, E., & Yang, C. (2024). Evidence‐based practices of culturally responsive social and emotional learning (SEL) programs: A systematic review and meta‐analysis. School Psychology Review, 1‐16, 1–16. https://doi.org/10.1080/2372966X.2024.2432853. Liu, S., Wang, X., Ying, J., Shi, J., & Wu, X. (2023). Emotional involvement matters, too: Associations among parental involvement, time management and academic engagement vary with youth's developmental phase. British Journal of Educational Psychology, 93(4), 903–920. https://doi.org/10.1111/bjep.12605. Lo, W. C. (2021). Effects of motivation on academic achievement: Cross‐cultural differences in the moderation of support from parents and teachers (Publication No. 29186334). Doctoral dissertation. The Chinese University of Hong Kong. ProQuest Dissertations & Theses. Masten, A. S. (2018). Resilience theory and research on children and families: Past, present, and promise. Journal of Family Theory & Review, 10(1), 12–31. https://doi.org/10.1111/jftr.12255. Miklikowska, M., Tilton‐Weaver, L., & Burk, W. J. (2022). With a little help from my empathic friends: The role of peers in the development of empathy in adolescence. Developmental Psychology, 58(6), 1156–1162. https://doi.org/10.1037/dev0001347. Miller, J. B. (1986). Toward a new psychology of women. Beacon Press. Mogro‐Wilson, C., & Tredinnick, L. (2020). Influencing social and emotional awareness and empathy with a visual arts and music intervention for adolescents. Children & Schools, 42(2), 111–119. https://doi.org/10.1093/cs/cdaa008. Morris, A. S., Cui, L., & Steinberg, L. (2013). Parenting research and themes: What we have learned and where to go next. In R. E. Larzelere, A. S. Morris, & A. W. Harrist (Eds.), Authoritative parenting: Synthesizing nurturance and discipline for optimal child development (pp. 35–58). American Psychological Association. https://doi.org/10.1037/13948‐003. Moshier, S. J., Bovin, M. J., Gay, N. G., Wisco, B. E., Mitchell, K. S., Lee, D. J., Sloan, D., Weathers, F. W., Schnurr, P. P., Keane, T. M., & Marx, B. P. (2018). Examination of posttraumatic stress disorder symptom networks using clinician‐rated and patient‐rated data. Journal of Abnormal Psychology, 127(6), 541–547. https://doi.org/10.1037/abn0000368. OECD. (2023). PISA 2022 technical report. OECD Publishing. Opsahl, T., Agneessens, F., & Skvoretz, J. (2010). Node centrality in weighted networks: Generalizing degree and shortest paths. Social Networks, 32(3), 245–251. Pilny, W. V. (2023). Social‐emotional learning for linguistically‐diverse students: The importance of context. Temple University. Pokropek, A., Davidov, E., & Schmidt, P. (2019). A Monte Carlo simulation study to assess the appropriateness of traditional and newer approaches to test for measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 26(5), 724–744. https://doi.org/10.1080/10705511.2018.1561293. Roorda, D., Chen, M., & Zee, M. (2023). Affective student–teacher relationships and students' engagement: A cross–cultural comparison of China and The Netherlands. In Effective teaching around the world: Theoretical, empirical, methodological and practical insights (pp. 423–437). Springer International Publishing. Rutkowski, L., & Rutkowski, D. (2018). Improving the comparability and local usefulness of international assessments: A look back and a way forward. Scandinavian Journal of Educational Research, 62(3), 354–367. https://doi.org/10.1080/00313831.2016.1261044. Sahlan, R. N., & Sala, M. (2023). Eating disorder psychopathology and resilience in Iranian college students: A network analysis. Journal of Clinical Psychology, 79(2), 497–513. https://doi.org/10.1002/jclp.23428. Shi, J., & Cheung, A. C. (2024). The impacts of a social emotional learning program on elementary school students in China: A quasi‐experimental study. The Asia‐Pacific Education Researcher, 33(1), 59–69. https://doi.org/10.1007/s40299‐022‐00707‐9. Soliman, D., Frydenberg, E., Liang, R., & Deans, J. (2021). Enhancing empathy in preschoolers: A comparison of social and emotional learning approaches. The Educational and Developmental Psychologist, 38(1), 64–76. https://doi.org/10.1080/20590776.2020.1839883. Soto, C. J., Napolitano, C. M., Sewell, M. N., Yoon, H. J., & Roberts, B. W. (2024). Going beyond traits: Social, emotional, and behavioral skills matter for adolescents' success. Social Psychological and Personality Science, 15(1), 33–45. https://doi.org/10.1177/19485506221127483. Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual Review of Psychology, 52(1), 83–110. https://doi.org/10.1146/annurev.psych.52.1.83. Taras, V., Rowney, J., & Steel, P. (2009). Half a century of measuring culture: Review of approaches, challenges, and limitations. Journal of International Management, 15(4), 357–373. https://doi.org/10.1016/j.intman.2008.08.005. Valente, J. Y., Cogo‐Moreira, H., & Sanchez, Z. M. (2020). Decision‐making skills as a mediator of the# Tamojunto school‐based prevention program: Indirect effects for drug use and school violence of a cluster‐randomized trial. Drug and Alcohol Dependence, 206, 1–9. https://doi.org/10.1016/j.drugalcdep.2019.107718. van Borkulo, C., Boschloo, L., Borsboom, D., Penninx, B. W., Waldorp, L. J., & Schoevers, R. A. (2015). Association of symptom network structure with the course of depression. JAMA Psychiatry, 72(12), 1219–1226. https://doi.org/10.1001/jamapsychiatry.2015.2079. van Buuren, S., & Groothuis‐Oudshoorn, K. (2011). Mice: Multivariate imputation by chained equations in R. Journal of Statistical Software, 45, 1–67. Walker, K. C. (2025). Social and emotional learning: The process and product of positive youth development. In M. E. Arnold & T. M. Ferrari (Eds.), Positive youth development: Integrating research and practice (pp. 227–236). Springer Nature Switzerland. Wang, M. T., Hill, N. E., & Hofkens, T. (2014). Parental involvement and African American and European American adolescents' academic, behavioral, and emotional development in secondary school. Child Development, 85(6), 2151–2168. https://doi.org/10.1111/cdev.12284. Wang, Y., King, R. B., Wang, F., & Leung, S. O. (2021). Need‐supportive teaching is positively associated with students' well‐being: A cross‐cultural study. Learning and Individual Differences, 92, 1–13. https://doi.org/10.1016/j.lindif.2021.102051. Warschburger, P., Gmeiner, M. S., Bondü, R., Klein, A. M., Busching, R., & Elsner, B. (2023). Self‐regulation as a resource for coping with developmental challenges during middle childhood and adolescence: The prospective longitudinal PIERYOUTH‐study. BMC Psychology, 11(1), 1–21. https://doi.org/10.1186/s40359‐023‐01140‐3. Weny, K., Rahmah, C. N. M., Lubis, A. I. P., Perangin‐angin, A. B., & Lestari, D. P. (2025). High‐context vs. low‐context communication in English: A cross‐cultural study of Indonesian and American interaction in Puri Viera's Instagram reels. Linguistics and ELT Journal, 13(1), 280–289. Wubbels, T., Brekelmans, M., den Brok, P., Wijsman, L., Mainhard, T., & van Tartwijk, J. (2014). Teacher‐student relationships and classroom management. In E. T. Emmer, E. Sabornie, C. Evertson, & C. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 363–386). Routledge. Xu, M., MacDonnell, M., Wang, A., & Elias, M. J. (2023). Exploring social‐emotional learning, school climate, and social network analysis. Journal of Community Psychology, 51(1), 84–102. https://doi.org/10.1002/jcop.22881. Yang, J., Deng, Y., & Wang, Y. (2023). Reciprocal associations among social–emotional competence, interpersonal relationships and academic achievements in primary school. Behavioral Science, 13(11), 1–15. https://doi.org/10.3390/bs13110922.
Grant Information:	FRG-25-050-UIC Macau University of Science and Technology
Contributed Indexing:	Keywords: adolescents; cross‐cultural comparison; network analysis; social–emotional skills
Entry Date(s):	Date Created: 20251125 Date Completed: 20251126 Latest Revision: 20251125
Update Code:	20251126
DOI:	10.1111/jora.70104
PMID:	41291386
Database:	MEDLINE

Full Text Finder

Nájsť tento článok vo Web of Science

Description
Abstract:	This study examined the role of contextual factors in shaping adolescents' social-emotional learning (SEL) using data from the Programme for International Student Assessment (PISA) 2018. The sample included 292,466 15-year-old adolescents across 42 countries or economies (18 low- and 24 high-context economies). Network analysis highlighted stress resilience, cooperation, perseverance, and curiosity as pivotal skills of SEL, with stress resilience emerging as central. The results further indicated significant cultural variations in how contextual factors would affect students' SEL: In high-context cultures (where communication relies heavily on implicit and situational cues), teacher-student relationships played a more central role, while in low-context cultures (where communication tends to be explicit and direct), sense of school belonging was prioritized. These results underscored the need for culturally responsive SEL programs, tailored to specific cultural dynamics, to support optimal skill development.<br /> (© 2025 Society for Research on Adolescence.)
ISSN:	1532-7795
DOI:	10.1111/jora.70104