The Mediating Role of Motivation and Efficacy in Social-Emotional Competence Development: Implications for School Bonding and Student Well-Being

Social and emotional learning (SEL) is critical for students' academic and social success, yet research on the mechanisms underlying the development of social-emotional competencies remains limited. This study applied the Social and Emotional Competence School Model to examine how perceived social-emotional competence contributes to students' social-emotional behaviors, school bonding, and well-being through the mediating roles of autonomous motivation and efficacy.

Using data from the OCED international social and emotional survey study the Houston cohort of students (N = 4,903) provided data for this study. The study conducted separate structural path analyses for younger (N = 2,625) and older (N = 2,278) cohorts. The results provided strong evidence for the hypothesized pathways.

Consistent with Hypothesis 1, perceived social-emotional competence (self-control, emotional control, and responsibility) was positively associated with students' autonomous motivation (β = .514 to .581, p < .001) and efficacy (β = .367 to .456, p < .001) in both age groups. Responsibility demonstrated the strongest effects on these motivational processes.

Hypothesis 2 was also supported, as autonomous motivation and efficacy significantly predicted perceived social-emotional competence behaviors (empathy, trust, and cooperation). Efficacy was the strongest predictor of empathy (β = .483 to .583, p < .001), while emotional control strongly predicted trust (β = .287 to .298, p < .001).

Perceived social-emotional competence behaviors were positively associated with students' sense of school bonding (Hypothesis 3), which in turn was positively related to their overall well-being (Hypothesis 4). For older students, well-being was most strongly predicted by efficacy (β = .320, p < .001) and emotional control (β = .203, p < .001).

The study also found strong support for the hypothesized indirect effects (Hypotheses 5-10). Autonomous motivation and efficacy mediated the relationship between perceived social-emotional competence and social-emotional behaviors. For example, in the older sample, responsibility had an indirect effect on empathy through efficacy (β = .266, 95% CI [.219, .311]). Social-emotional competence also indirectly predicted school bonding and well-being through these motivational processes and behavioral outcomes.

These findings underscore the importance of fostering students' self-regulatory skills and autonomous motivation to enhance social-emotional competence, strengthen school connections, and promote overall well-being. The results have significant implications for social work practice, highlighting the need for school social workers to develop and implement targeted SEL interventions that address the complex interplay between perceived competence, motivation, and social-emotional functioning.

By elucidating the mechanisms underlying the development of social-emotional skills, this study provides valuable insights to guide the adaptation, refinement, and scaling of evidence-based SEL programs within school settings. Ultimately, this knowledge can inform the design of more effective community-based interventions to support the holistic well-being of youth.