Exploring The Relationship Between Social-Emotional Competencies And Subjective Well-Being

Abstract

This study examines the relationship between social-emotional competencies (SECs) and subjective well-being (SWB) among secondary school students. This study was conducted on a sample of 300 students to investigate how four key components of SEC, namely self-management, relationship skills, responsible decision-making, and social awareness, correlate with three core components of SWB: life satisfaction, positive affect, and negative affect. Correlation analysis revealed significant positive associations between self-management, relationship skills, and positive dimensions of well-being, particularly life satisfaction and positive affect. Multiple regression analysis further indicated that self-management was the strongest predictor of both life satisfaction and positive affect, while relationship skills also significantly contributed to positive affect. Additionally, self-management had a negative predictive value for negative affect, although the overall model for negative affect was not statistically significant. These findings highlight the crucial role of self-regulation and interpersonal skills in enhancing adolescents’ psychological well-being. The results highlight the importance of integrating social-emotional learning (SEL) into school curricula to foster emotional resilience and improve student well-being outcomes.