Instructional support, perceived social-emotional competence, and students’ behavioral and emotional well-being outcomes

Abstract

This study examined the extent to which students’ perceptions of social-emotional instructional support (autonomy-support, competence-support) from teachers is associated with their perceived social-emotional competence and, in turn, behavioural and emotional well-being outcomes. Two types of perceived competence were examined: perceived competence for emotion regulation and perceived competence for conflict resolution. Behavioural outcomes (prosocial behaviour and conduct problems reported by parents/carers) and emotional well-being (positive and negative affect reported by students) were examined. With data from 319 secondary school students (and their parents/carers), structural equation modelling revealed that social-emotional instructional support was positively associated with both types of perceived social-emotional competence. In turn, perceived competence for emotion regulation was associated with greater positive affect and lower negative affect, whereas perceived competence for conflict resolution was associated with greater prosocial behaviour and lower conduct problems among students. The findings hold relevance for efforts aiming to promote social and emotional development among students.

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