ERIC Number: EJ1465846
Record Type: Journal
Publication Date: 2025-Jun
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
EISSN: EISSN-1878-5174
Available Date: 2025-04-02
Adolescents' Social-Emotional Skills Profiles, Relationships at School, School Anxiety, and Educational Aspirations
European Journal of Psychology of Education, v40 n2 Article 57 2025
This study examined adolescents' social-emotional skills profiles before the educational transition to upper secondary education. Further, the study examined differences in gender; socioeconomic status (SES); and perceived social relationships, educational aspirations, and school anxiety across the profiles. The study used OECD data collected from 2452 adolescents aged 15 from 53 schools in Helsinki. Using latent profile analysis, five social-emotional skills profiles were identified: average (54%), average-high (23%), empathic-stressed (10%), low-empathic-tolerant (10%), and high (3%). Further analyses revealed that adolescents with high social and emotional skills generally reported higher educational aspirations, lower school anxiety, and perceived their relationships at school more positively. However, adolescents with empathic-stressed profile reported similarly high educational aspirations and high school anxiety. Girls were more likely to belong to the empathic-stressed and low-empathic-tolerant profiles, and adolescents with lower SES to low-empathic-tolerant or average profiles. The findings may inform more targeted strength-based school practices.
Descriptors: Foreign Countries, High School Students, Social Emotional Learning, Peer Relationship, Anxiety, Academic Aspiration, Gender Differences, Socioeconomic Status, Student Attitudes, Student Behavior
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland (Helsinki)
Grant or Contract Numbers: N/A
Author Affiliations: 1University of Helsinki, Department of Educational Sciences, Helsinki, Finland