The present study investigated child depression symptoms, social skills, and mother-child conflict from mid-childhood to mid-adolescence. Bidirectional effects involving all three constructs were anticipated, as were differential effects for child gender. Participants included 893 families from the Study of Early Child Care and Youth Development…

Bullying in school has become a public health problem. Among the various bullying's risk factors, the vulnerabilities associated with socio-emotional skills stand out. The present study aims to explore the relationship between bullying, victimization, self-concept, and empathy; to test differences in victimization and bullying between boys and…

Background: Students' social emotional competencies (SECs; also known as non-cognitive skills) are the skills or knowledge that allow them to successfully navigate social and academic environments such as self-management, social awareness, and relationship skills. Research has established cross-sectional associations between SECs and student…

Age-appropriate use of social skills throughout a student's K-12 career has been linked to a variety of favorable academic and behavioral outcomes (Capara et al., 2000; Malecki & Elliot, 2022; Wentzel, 1993). Social skill deficits are widely present in the secondary setting (Gresham et al., 2010), and research has highlighted 9th grade as an…

Noncognitive constructs such as self-efficacy, social awareness, and academic engagement are widely acknowledged as critical components of human capital, but systematic data collection on such skills in school systems is complicated by conceptual ambiguities, measurement challenges and resource constraints. This study addresses this issue by…

Background: Youth with obesity are likely to experience weight-based bullying victimization, and adolescents have the highest obesity rates among children. Factors that protect youth from traditional bullying victimization may protect youth from weight-based bullying victimization: internal assets such as positive identity and social competence,…

This study investigated how newcomer emergent bilinguals made meaning in two 9th-grade biology classrooms. Methods relevant to naturalistic inquiry were used to collect and analyze data. Findings indicate that newcomers bridged aspects of personal experiences with social competencies valued in classrooms through using heritage languages, engaging…

The present study examined relations between concern for mianzi, or the social perception of one's prestige and standing in the group, and adjustment in Chinese adolescents. Participants were seventh- and ninth-grade students in rural and urban regions of China (n = 794, M[subscript age] = 14 years). Data were obtained from multiple sources…

The present study was conducted to assess the links between in-class use of social media and academic and social school adjustment of high school students attending 9th and 10th grade in Lithuania. Participants included 216 girls and 103 boys aged 14 to 17 years (M = 15.60) attending high schools in the second largest city of Lithuania.…

This study examined how intergroup processes and social-cognitive factors shape bystander responses to bias-based and general bullying. Participants included sixth and ninth graders (N = 179, M = 13.23) who evaluated how likely they would be to intervene if they observed bullying of immigrant-origin and nonimmigrant-origin peers. Adolescents'…

The present study investigated the unique and interactive role of parents' and peers' humanity virtue (i.e. kindness, love, and social intelligence) in association with children's humanity. The participants were 761 fourth-to-ninth-graders (M[subscript age] = 12.62; 45.2% boys) and their biological parents. The humanity subscale of the Values in…

Research shows a decline in U.S. adolescent mental health over several decades. It also suggests that higher levels of life satisfaction lead to better mental health outcomes in this population. The purpose of this study was to investigate correlations between adolescent life satisfaction and eight developmental attributes that can be fostered by…

In the literature, marginalisation is vaguely defined as a state, a process, or both. Qualitative research has indicated that many students experience temporary marginalisation at some point in school, suggesting that the phenomenon is best characterised as fleeting. This presents a challenge for researchers in terms of measuring marginalisation…

Students' social, emotional, and behavioural (SEB) needs are associated with their academics and school behaviours, and teachers are in proximal roles to address students' needs. However, it is unclear how teacher-student understanding of SEB needs relate to students' academic achievement and behaviours. Based on 264 ninth-grade student-teacher…

In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or noncognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals' self-rated responses…