Profiles of social and emotional skills in adolescents: The role of demographic backgrounds, school climate and academic achievement
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1111/bjep.70111
- Dergi Adı: BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, Agricultural & Environmental Science Database, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, ERIC (Education Resources Information Center), MEDLINE, MLA - Modern Language Association Database, Psycinfo, DIALNET, MLA International Bibliography, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Biomedical Reference Collection: Corporate Edition (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Pharma Collection (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Database (ProQuest), Sociology Source Ultimate (EBSCO)
- Bursa Uludağ Üniversitesi Adresli: Evet
Özet
Background Social and emotional skills (SES) are key predictors of students' academic success and well-being, yet how these skills cluster and vary across student groups remains underexplored in non-Western contexts.Aims This study identified distinct SES profiles among Turkish adolescents and examined which demographic characteristics and school climate factors are associated with these profiles, as well as their links to achievement in reading, mathematics and science.Sample The analyses used nationally representative data from 7250 15-year-old students in T & uuml;rkiye participating in PISA 2022.Methods Latent profile analysis (LPA) was conducted using students' self-reported SES indicators. Multinomial logistic regression was used to examine predictors of profile membership, and achievement differences across profiles were tested using the Bolck-Croon-Hagenaars (BCH) method with pooled Wald chi-square tests.Results Five distinct SES profiles were identified: Empathic but Overwhelmed, Withdrawn and At-Risk, Average Majority, Assertive Explorers and Compassionate Collaborators. Gender and socioeconomic status were significant predictors: girls were more likely to belong to empathy- and collaboration-oriented profiles, while students from advantaged families were overrepresented in adaptive groups. Immigration-related variables showed limited significant relations. Strong teacher-student relationships and a sense of belonging were linked to higher SES profiles. The Assertive Explorers and Compassionate Collaborators achieved the highest scores across all subjects, whereas the Withdrawn and At-Risk group had the lowest.Conclusions The findings demonstrate that adolescents' SES clusters into distinct, context-sensitive configurations that shape their academic performance. Tailored educational strategies that foster self-regulation, perseverance and a sense of belonging may enhance both emotional well-being and learning outcomes.