How socio-emotional learning in physical education curriculum affects student well-being: a moderated mediation...

Socio-emotional learning (SEL) has been increasingly recognized as a key contributor to students' well-being, particularly when integrated into school curricula such as physical education (PE). Drawing on the CASEL framework, Self-Determination Theory, and Ecological Systems Theory, this study examines how SEL embedded in PE influences student well-being, focusing on the mediating roles of emotional regulation and peer relationship quality, as well as the moderating effect of school climate.

Data were collected from 452 high school students (aged 14-18) across three provinces in China using validated self-report measures. Confirmatory factor analysis (CFA) was conducted to establish construct validity, followed by multilevel path modeling to test a moderated mediation model.

Results indicated that SEL was significantly associated with student well-being through emotional regulation in a manner consistent with the hypothesized indirect relationship, whereas peer relationship quality did not serve as a significant mediator. Moreover, the indirect effect of SEL on well-being via emotional regulation was significantly moderated by school climate, with stronger effects observed in more supportive environments. Bootstrapping analyses confirmed a significant total indirect effect through emotional regulation, while the pathway via peer relationships remained non-significant.

These findings are consistent with the view that emotional regulation represents an important psychological pathway associated with the relationship between SEL in PE and student well-being, and that a positive school climate enhances this effect. The study underscores the importance of integrating SEL within supportive school contexts to optimize its impact on adolescent well-being.