Author(s)

Shuchang Qian ¹, Shimei Pan ¹

Affiliation(s)

¹ College of Education, Zhejiang Normal University, Jinhua, China

Corresponding Author

Shimei Pan

ABSTRACT

Family is a key context shaping adolescents' social and emotional competencies, yet class-based differences in cultivation strategies remain underexplored. Using OECD-SSES data from China and a reproduction perspective, this study employs a three-level hierarchical linear model to examine stratified family strategies and their effects. Results show a clear positive association between family socioeconomic status and students' social-emotional competencies. These competencies are reproduced through interpersonal relationships, activity participation, and psychological support, with significant class variation. Middle and lower classes students are more sensitive to close relationships, particularly parent–child interactions. Although advantaged families provide more extracurricular opportunities, middle-status students benefit more from group-based activities. Parental psychological support is especially important for middle and lower classes students, while teacher support shows no consistent effects. Peer support is more beneficial for advantaged students but has limited impact on others. Overall, the findings call for more targeted and complementary family strategies to support adolescents' development.

KEYWORDS

Students' Social-Emotional Skills, Influencing Factors, Class Differences, Family Reproduction

CITE THIS PAPER

Shuchang Qian, Shimei Pan. Research on the Differences in Family Cultivation Strategies of 15-year-old Students' Social and Emotional Skills. Applied & Educational Psychology (2026). Vol. 7, No.1, 118-130. DOI: http://dx.doi.org/10.23977/appep.2026.070114.

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