Psychological factors in the development of social-emotional competencies of primary school children

https://doi.org/10.35912/psychohealth.v1i2.3553
Published: Oct 13, 2025

Abstract:

Purpose: This study aims to analyze the psychological factors that influence the development of social-emotional competencies in primary school children, emphasizing the role of empathy, self-regulation, cooperation, decision-making, and social responsibility in shaping personal growth and adaptability.

Research Methodology: A qualitative and descriptive design was employed using questionnaires, interviews, observations, reflection diaries, and role-play tasks. The methods were applied to evaluate how family environment, school context, and teacher-student interactions affect children’s emotional-volitional qualities and social skills.

Results: Findings demonstrate that social-emotional competencies form an integrated system rather than isolated abilities. Children with stronger empathy and self-regulation exhibit better cooperation and decision-making, leading to higher academic success and resilience. Environmental determinants—family support, classroom climate, and peer relations—emerged as decisive factors for strengthening these competencies. Structured interventions such as emotional literacy training and cooperative learning tasks were found to significantly enhance self-awareness, emotional control, and interpersonal relationships.

Conclusions: The development of social-emotional competencies is central to holistic child development. Schools, families, and psychological services must collaborate to systematically integrate social-emotional learning into educational practice, ensuring sustainable academic and personal outcomes.

Limitations: The study mainly focuses on psychological and educational settings in primary schools, without large-scale quantitative validation across broader populations.

Contribution: This research contributes to educational psychology by providing practical recommendations for integrating social-emotional learning strategies, offering insights for teachers, parents, and policymakers to foster resilience and life skills in children.

Keywords:
1. Cooperation
2. Decision-making
3. Empathy
4. Self-regulation
5. Social Responsibility
Authors:
Rahmatova Nasiba Sobirovna
Researcher at Bukhara State University, Bukhara, Uzbekistan
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How to Cite
Sobirovna , R. N. . (2025). Psychological factors in the development of social-emotional competencies of primary school children. Psychohealth: Scientific Journal of Psychology and Mental Health, 1(2), 79–91. https://doi.org/10.35912/psychohealth.v1i2.3553
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Vol. 1 No. 2 (2025): May
Articles
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References

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    Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

    Bire, C. M. D., Radja, M. R., Silvester, A., & Tungga, A. R. A. (2024). Obstacles to the enforcement of sovereignty in the land border area of the Unitary State of Republic Indonesia (NKRI) with the Republic Democratic Timor Leste (RDTL). Journal of Multidisciplinary Academic Business Studies, 1(3), 185-194. doi:https://doi.org/10.35912/jomabs.v1i3.2148

    Cahyaningrum, N. P., Prasetya, H., & Mustiawan, M. (2025). Storytelling Marketing Communication Dalam Membangun Engagement Pada Nano Influencer Tiktok @Tenscoffeeid. Jurnal Studi Ilmu Sosial dan Politik, 5(1), 101-117. doi:https://doi.org/10.35912/jasispol.v5i1.5004

    Casel. (2020). What is SEL? Collaborative for Academic, Social, and Emotional Learning. Retrieved from https://casel.org

    Chowkase, A. A. (2023). Social and emotional learning for the greater good: Expanding the circle of human concern. Social and Emotional Learning: Research, Practice, and Policy, 1, 100003. doi:https://doi.org/10.1016/j.sel.2023.100003

    Denham, S., Bassett, H., & Zinsser, K. (2012). Early Childhood Teachers as Socializers of Young Children's Emotional Competence. Early Childhood Education Journal, 40, 137-143. doi:10.1007/s10643-012-0504-2

    Donner, P., Lundström, S., & Heikkilä, M. (2024). A case study of young children’s play negotiations in free play. Early Years, 44(3-4), 889-902. doi:https://doi.org/10.1080/09575146.2023.2266590

    Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Dev, 82(1), 405-432. doi:https://doi.org/10.1111/j.1467-8624.2010.01564.x

    Elbertson, N. A., Jennings, P. A., & Brackett, M. A. (2025). The role of educators in school-based social and emotional learning. Social and Emotional Learning: Research, Practice, and Policy, 6, 100134. doi:https://doi.org/10.1016/j.sel.2025.100134

    Eriksen, E. V., & Bru, E. (2023). Investigating the Links of Social-Emotional Competencies: Emotional Well-being and Academic Engagement among Adolescents. Scandinavian Journal of Educational Research, 67(3), 391-405. doi:https://doi.org/10.1080/00313831.2021.2021441

    Erikson, E. H. (1963). Childhood and society. New York: W.W. Norton & Company.

    Fathoni, M. A. (2025). Studi Instrumen Kebijakan dalam Upaya Percepatan Penurunan Stunting Kota Kediri. Jurnal Studi Ilmu Sosial dan Politik, 5(1), 55-68. doi:https://doi.org/10.35912/jasispol.v5i1.4599

    Goodman, K. A. (2021). Conceptualising SEL in the Cross-Cultural Spaces of Primary Schools in Aotearoa New Zealand. N Z J Educ Stud, 56(2), 285-299. doi:https://doi.org/10.1007/s40841-021-00213-4

    Isik, D., & Taskin, C. S. (2024). Beyond the Classroom: Understanding Primary School Students' Social-Emotional Skills through Parental Eyes. Journal of Pedagogical Research, 8(3), 48-62. doi:https://doi.org/10.33902/JPR.202426314

    Johnson, D. W., & Johnson, R. T. (1996). Conflict Resolution and Peer Mediation Programs in Elementary and Secondary Schools: A Review of the Research. Review of Educational Research, 66(4), 459-506. doi:https://doi.org/10.3102/00346543066004459

    Lawson, G. M., McKenzie, M. E., Becker, K. D., Selby, L., & Hoover, S. A. (2019). The Core Components of Evidence-Based Social Emotional Learning Programs. Prev Sci, 20(4), 457-467. doi:https://doi.org/10.1007/s11121-018-0953-y

    Liny, L., & Purnama, E. D. (2024). Towards the financial well-being of Gen-Z: A study at Tri Ratna School – Jakarta with Locus of Control as a mediation variable. Global Academy of Business Studies, 1(2), 105-113. doi:https://doi.org/10.35912/gabs.v1i2.3390

    McCormick, M. P., Cappella, E., O’Connor, E. E., & McClowry, S. G. (2015). Social-Emotional Learning and Academic Achievement:Using Causal Methods to Explore Classroom-Level Mechanisms. AERA Open, 1(3), 2332858415603959. doi:https://doi.org/10.1177/2332858415603959

    Meland, E. A., & Brion-Meisels, G. (2024). An integrative model for culturally sustaining SEL in the classroom. Social and Emotional Learning: Research, Practice, and Policy, 3, 100042. doi:https://doi.org/10.1016/j.sel.2024.100042

    Mercado, G., Revalde, H., Duites, A., Opingo, K. M., & Linox, D. (2024). Advancing Social- Emotional Competencies in Primary Grade Environments. doi:http://dx.doi.org/10.22043/wjher.4.3

    Mulyapradana, A., Aghus Jamaludin, K., Farikhul, M., Safna, S., & Nafiatul, M. (2025). Optimalisasi Layanan Desa Pedawang Melalui Sistem Kearsipan. Jurnal Studi Ilmu Sosial dan Politik, 5(1), 1-10. doi:https://doi.org/10.35912/jasispol.v5i1.4253

    OECD. (2015). Skills for social progress: The power of social and emotional skills. Retrieved from Paris:

    Otariyani, A., Nofrima, S., & Febriyanti, D. (2025). Analisis Tanggapan Pengemudi Ojek Online terhadap Penerapan E-Tilang di Kota Palembang 2024. Jurnal Studi Ilmu Sosial dan Politik, 5(1), 11-31. doi:https://doi.org/10.35912/jasispol.v5i1.4308

    Perryman, K. L., T, J. T., & Frost, H. T. (2025). The School Counselors Role in Supporting Teachers Working with Children who Have Experienced Trauma: Lessons Learned. J Child Adolesc Trauma, 18(2), 265-278. doi:https://doi.org/10.1007/s40653-024-00680-z

    Pollak, I., Stiehl, K. A. M., Birchwood, J., Schrank, B., Zechner, K. A., Wiesner, C., & Woodcock, K. A. (2024). Promoting Peer Connectedness Through Social-Emotional Learning: Evaluating the Intervention Effect Mechanisms and Implementation Factors of a Social-Emotional Learning Programme for 9 to 12-Year-Olds. J Youth Adolesc, 53(1), 89-116. doi:https://doi.org/10.1007/s10964-023-01871-x

    Rocha, A., Borges, Á., García-Perales, R., & Almeida, A. I. S. (2024). Differences in socio-emotional competencies between high-ability students and typically-developing students. Paper presented at the Frontiers in Education.

    Saks, K. (2024). The effect of self-efficacy and self-set grade goals on academic outcomes. Front Psychol, 15, 1324007. doi:https://doi.org/10.3389/fpsyg.2024.1324007

    Saleha, L., Baharun, H., & Utami, W. (2022). Implementation of Digital Literacy to Develop Social Emotional in Early Childhood. Indonesian Journal of Early Childhood Educational Research (IJECER), 1, 1. doi:http://dx.doi.org/10.31958/ijecer.v1i1.5834

    Santamaría-Villar, M. B., Gilar-Corbi, R., Pozo-Rico, T., & Castejón, J. L. (2021). Teaching socio-emotional competencies among primary school students: Improving conflict resolution and promoting democratic co-existence in schools. Frontiers in Psychology, 12, 659348. doi:https://doi.org/10.3389/fpsyg.2021.659348

    Sapariati, A., Widnyani, I. A. P. S., & Dewi, N. D. U. (2025). Normative Analysis Of Maternity Leave Policy Implementation For Women Workers’ Rights In Bali. Jurnal Studi Ilmu Sosial dan Politik, 5(1), 33-42. doi:https://doi.org/10.35912/jasispol.v5i1.3817

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    Susanti, S., Reniati, R., & Warlina, L. (2025). Analysis of service quality on consumer satisfaction data from the central statistics agency of Belitung Regency. Global Academy of Multidisciplinary Studies, 1(3), 167-180. doi:https://doi.org/10.35912/gams.v1i3.3480

    Tandika, P. B., Ndibalema, P., & Lawrent, G. (2025). Social and emotional learning competencies and early grade pupils’ academic success: Educational stakeholders’ perspectives. Social and Emotional Learning: Research, Practice, and Policy, 6, 100125. doi:https://doi.org/10.1016/j.sel.2025.100125

    Turdiyev, B. (2023). Basic Criteria for Building the Third Renaissance in Uzbekistan. Asian Journal of Applied Science and Technology, 07, 149-157. doi:http://dx.doi.org/10.38177/ajast.2023.7114

    Van Ryzin, M. J., & Roseth, C. J. (2019). Effects of cooperative learning on peer relations, empathy, and bullying in middle school. Aggress Behav, 45(6), 643-651. doi:https://doi.org/10.1002/ab.21858

    Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: MA: Harvard University Press.

    Wigelsworth, M., Verity, L., Mason, C., Qualter, P., & Humphrey, N. (2022). Social and emotional learning in primary schools: A review of the current state of evidence. Br J Educ Psychol, 92(3), 898-924. doi:https://doi.org/10.1111/bjep.12480

    Xiao, C., Heidari, M. S., & Cholicheh, K. S. (2025). Exploring the mediating roles of bullying, school fighting, and media literacy in the relationship between social-emotional competence and cyberbullying among adolescents. BMC Psychol, 13(1), 952. doi:https://doi.org/10.1186/s40359-025-03318-3

    You, Y., Zhang, S., Zhang, W., & Mao, Y. (2023). The impact of social and emotional learning on students' bullying behavior: Serial mediation of social and emotional competence and peer relationship. Psychology in the Schools, 60, 3694-3706. doi:http://dx.doi.org/10.1002/pits.22947

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  2. Artino, A. R., Jr. (2012). Academic self-efficacy: from educational theory to instructional practice. Perspect Med Educ, 1(2), 76-85. doi:https://doi.org/10.1007/s40037-012-0012-5
  3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
  4. Bire, C. M. D., Radja, M. R., Silvester, A., & Tungga, A. R. A. (2024). Obstacles to the enforcement of sovereignty in the land border area of the Unitary State of Republic Indonesia (NKRI) with the Republic Democratic Timor Leste (RDTL). Journal of Multidisciplinary Academic Business Studies, 1(3), 185-194. doi:https://doi.org/10.35912/jomabs.v1i3.2148
  5. Cahyaningrum, N. P., Prasetya, H., & Mustiawan, M. (2025). Storytelling Marketing Communication Dalam Membangun Engagement Pada Nano Influencer Tiktok @Tenscoffeeid. Jurnal Studi Ilmu Sosial dan Politik, 5(1), 101-117. doi:https://doi.org/10.35912/jasispol.v5i1.5004
  6. Casel. (2020). What is SEL? Collaborative for Academic, Social, and Emotional Learning. Retrieved from https://casel.org
  7. Chowkase, A. A. (2023). Social and emotional learning for the greater good: Expanding the circle of human concern. Social and Emotional Learning: Research, Practice, and Policy, 1, 100003. doi:https://doi.org/10.1016/j.sel.2023.100003
  8. Denham, S., Bassett, H., & Zinsser, K. (2012). Early Childhood Teachers as Socializers of Young Children's Emotional Competence. Early Childhood Education Journal, 40, 137-143. doi:10.1007/s10643-012-0504-2
  9. Donner, P., Lundström, S., & Heikkilä, M. (2024). A case study of young children’s play negotiations in free play. Early Years, 44(3-4), 889-902. doi:https://doi.org/10.1080/09575146.2023.2266590
  10. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Dev, 82(1), 405-432. doi:https://doi.org/10.1111/j.1467-8624.2010.01564.x
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  12. Eriksen, E. V., & Bru, E. (2023). Investigating the Links of Social-Emotional Competencies: Emotional Well-being and Academic Engagement among Adolescents. Scandinavian Journal of Educational Research, 67(3), 391-405. doi:https://doi.org/10.1080/00313831.2021.2021441
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  16. Isik, D., & Taskin, C. S. (2024). Beyond the Classroom: Understanding Primary School Students' Social-Emotional Skills through Parental Eyes. Journal of Pedagogical Research, 8(3), 48-62. doi:https://doi.org/10.33902/JPR.202426314
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  19. Liny, L., & Purnama, E. D. (2024). Towards the financial well-being of Gen-Z: A study at Tri Ratna School – Jakarta with Locus of Control as a mediation variable. Global Academy of Business Studies, 1(2), 105-113. doi:https://doi.org/10.35912/gabs.v1i2.3390
  20. McCormick, M. P., Cappella, E., O’Connor, E. E., & McClowry, S. G. (2015). Social-Emotional Learning and Academic Achievement:Using Causal Methods to Explore Classroom-Level Mechanisms. AERA Open, 1(3), 2332858415603959. doi:https://doi.org/10.1177/2332858415603959
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  22. Mercado, G., Revalde, H., Duites, A., Opingo, K. M., & Linox, D. (2024). Advancing Social- Emotional Competencies in Primary Grade Environments. doi:http://dx.doi.org/10.22043/wjher.4.3
  23. Mulyapradana, A., Aghus Jamaludin, K., Farikhul, M., Safna, S., & Nafiatul, M. (2025). Optimalisasi Layanan Desa Pedawang Melalui Sistem Kearsipan. Jurnal Studi Ilmu Sosial dan Politik, 5(1), 1-10. doi:https://doi.org/10.35912/jasispol.v5i1.4253
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  26. Perryman, K. L., T, J. T., & Frost, H. T. (2025). The School Counselors Role in Supporting Teachers Working with Children who Have Experienced Trauma: Lessons Learned. J Child Adolesc Trauma, 18(2), 265-278. doi:https://doi.org/10.1007/s40653-024-00680-z
  27. Pollak, I., Stiehl, K. A. M., Birchwood, J., Schrank, B., Zechner, K. A., Wiesner, C., & Woodcock, K. A. (2024). Promoting Peer Connectedness Through Social-Emotional Learning: Evaluating the Intervention Effect Mechanisms and Implementation Factors of a Social-Emotional Learning Programme for 9 to 12-Year-Olds. J Youth Adolesc, 53(1), 89-116. doi:https://doi.org/10.1007/s10964-023-01871-x
  28. Rocha, A., Borges, Á., García-Perales, R., & Almeida, A. I. S. (2024). Differences in socio-emotional competencies between high-ability students and typically-developing students. Paper presented at the Frontiers in Education.
  29. Saks, K. (2024). The effect of self-efficacy and self-set grade goals on academic outcomes. Front Psychol, 15, 1324007. doi:https://doi.org/10.3389/fpsyg.2024.1324007
  30. Saleha, L., Baharun, H., & Utami, W. (2022). Implementation of Digital Literacy to Develop Social Emotional in Early Childhood. Indonesian Journal of Early Childhood Educational Research (IJECER), 1, 1. doi:http://dx.doi.org/10.31958/ijecer.v1i1.5834
  31. Santamaría-Villar, M. B., Gilar-Corbi, R., Pozo-Rico, T., & Castejón, J. L. (2021). Teaching socio-emotional competencies among primary school students: Improving conflict resolution and promoting democratic co-existence in schools. Frontiers in Psychology, 12, 659348. doi:https://doi.org/10.3389/fpsyg.2021.659348
  32. Sapariati, A., Widnyani, I. A. P. S., & Dewi, N. D. U. (2025). Normative Analysis Of Maternity Leave Policy Implementation For Women Workers’ Rights In Bali. Jurnal Studi Ilmu Sosial dan Politik, 5(1), 33-42. doi:https://doi.org/10.35912/jasispol.v5i1.3817
  33. Schonert-Reichl, K. A., & Roeser, R. W. (Eds.). . (2016). Handbook of mindfulness in education: Integrating theory and research into practice. New York: Springer.
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  35. Susanti, S., Reniati, R., & Warlina, L. (2025). Analysis of service quality on consumer satisfaction data from the central statistics agency of Belitung Regency. Global Academy of Multidisciplinary Studies, 1(3), 167-180. doi:https://doi.org/10.35912/gams.v1i3.3480
  36. Tandika, P. B., Ndibalema, P., & Lawrent, G. (2025). Social and emotional learning competencies and early grade pupils’ academic success: Educational stakeholders’ perspectives. Social and Emotional Learning: Research, Practice, and Policy, 6, 100125. doi:https://doi.org/10.1016/j.sel.2025.100125
  37. Turdiyev, B. (2023). Basic Criteria for Building the Third Renaissance in Uzbekistan. Asian Journal of Applied Science and Technology, 07, 149-157. doi:http://dx.doi.org/10.38177/ajast.2023.7114
  38. Van Ryzin, M. J., & Roseth, C. J. (2019). Effects of cooperative learning on peer relations, empathy, and bullying in middle school. Aggress Behav, 45(6), 643-651. doi:https://doi.org/10.1002/ab.21858
  39. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: MA: Harvard University Press.
  40. Wigelsworth, M., Verity, L., Mason, C., Qualter, P., & Humphrey, N. (2022). Social and emotional learning in primary schools: A review of the current state of evidence. Br J Educ Psychol, 92(3), 898-924. doi:https://doi.org/10.1111/bjep.12480
  41. Xiao, C., Heidari, M. S., & Cholicheh, K. S. (2025). Exploring the mediating roles of bullying, school fighting, and media literacy in the relationship between social-emotional competence and cyberbullying among adolescents. BMC Psychol, 13(1), 952. doi:https://doi.org/10.1186/s40359-025-03318-3
  42. You, Y., Zhang, S., Zhang, W., & Mao, Y. (2023). The impact of social and emotional learning on students' bullying behavior: Serial mediation of social and emotional competence and peer relationship. Psychology in the Schools, 60, 3694-3706. doi:http://dx.doi.org/10.1002/pits.22947