Psychological wellbeing and social emotional competence of Chinese children and
adolescents in the post-pandemic era: patterns, determinants, and interrelations
#MMPMID41341444
Li G
; Chen T
; Zhang F
; Wang P
; Yi Y
; Yin X
; Luo H
Front Public Health
2025[]; 13
(?): 1677632
PMID41341444
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BACKGROUND: The COVID-19 pandemic has presented distinct challenges to the
psychological wellbeing (PWB) and social emotional competence (SEC) of Chinese
children and adolescents due to prolonged prevention measures, but knowledge of
their PWB and SEC status in the post-pandemic era-including distinctive patterns,
essential determinants, and interrelationships-remains limited. METHOD: This
study employed a self-report questionnaire with three sections (baseline
characteristics, PWB scale, and SEC scale) to survey the PWB and SEC levels of
Chinese children and adolescents in Gong'an County, central China. A total of
3,420 participants aged 8-16 from different areas in the district were surveyed
and 2,848 valid responses were collected. Additionally, we identified 24
participants with low PWB and SEC scores and conducted follow-up interviews and
family visits with them and their parents. Quantitative statistical analyses
included descriptive analyses, analysis of variance (ANOVA), logistical
regressions, and correlational analyses. Qualitative analyses were conducted to
explain the statistical results as well as reveal emerging themed findings.
RESULTS: The quantitative data revealed moderate PWB and SEC levels among the
participants, with significant variations based on baseline characteristics such
as grade level, school location, academic rank, parent marital status, household
economic condition, and left-behind status. Determinants influencing both PWB and
SEC included academic rank, parent marital status, and household economic
condition. The interrelationships between PWB and SEC dimensions also highlighted
the importance of self-management for the wellbeing of Chinese youths.
Furthermore, three theme findings were identified that are aligned with the
quantitative results, focusing on PWB and SEC challenges, the impact of economic
conditions on family dynamics, and the influence of grade obsession and
self-esteem issues in the post-pandemic era. CONCLUSION: Teachers should monitor
students' psychological and emotional wellbeing, especially those with poor
academic performance, disadvantaged backgrounds, and unstable parental
relationships. Non-left-behind children with high social awareness require equal
attention. Effective interventions are needed to develop students'
self-management and self-awareness, thus promoting their PWB.
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