3892 - THE UNIQUE AND INTERACTIVE ASSOCIATIONS OF SCHOOL CLIMATE AND INDIVIDUAL WELL-BEING IN STUDENTS' AND TEACHERS' SOCIAL AND EMOTIONAL COMPETENCES

Session: 3888 - PERSONAL AND CONTEXTUAL VARIABLES THAT INFLUENCE THE WELL-BEING OF TEACHERS AND PUPILS IN THE SCHOOL CONTEXT
AUTHORS:
Baroncelli Andrea (Department of Philosophy, Social Sciences and Education, University of Perugia ~ Perugia ~ Italy) , Ciucci Enrica (Department of Education, Languages, Interculture, Literatures and Psychology, University of Florence ~ Florence ~ Italy) , Grazzani Ilaria (Department of Human Sciences for Education "Riccardo Massa", University of Milano-Bicocca ~ Milano ~ Italy) , Parrello Santa (Dipartimento di Studi Umanistici, Universita' degli Studi di Napoli Federico II ~ Napoli ~ Italy) , Capperucci Davide (Department of Education, Languages, Interculture, Literatures and Psychology, University of Florence ~ Florence ~ Italy) , Capurso Michele (Department of Philosophy, Social Sciences and Education, University of Perugia ~ Perugia ~ Italy) , Cigala Ada (Dipartimento di Discipline Umanistiche, Sociali e delle Imprese Culturali, Università di Parma ~ Parma ~ Italy) , Corsano Paola (Dipartimento di Discipline Umanistiche, Sociali e delle Imprese Culturali, Università di Parma ~ Parma ~ Italy) , Del Vecchio Elisa (Department of Philosophy, Social Sciences and Education, University of Perugia ~ Perugia ~ Italy) , Mazzeschi Claudia (Department of Philosophy, Social Sciences and Education, University of Perugia ~ Perugia ~ Italy) , Molinari Luisa Maria Emilia Edoarda (Dipartimento di Discipline Umanistiche, Sociali e delle Imprese Culturali, Università di Parma ~ Parma ~ Italy) , Sica Luigia Simona (Dipartimento di Studi Umanistici, Universita' degli Studi di Napoli Federico II ~ Napoli ~ Italy) , Veronese Guido (Department of Human Sciences for Education "Riccardo Massa", University of Milano-Bicocca ~ Milano ~ Italy) , Berti Sara (Dipartimento di Discipline Umanistiche, Sociali e delle Imprese Culturali, Università di Parma ~ Parma ~ Italy) , Carillo Filomena (Department of Philosophy, Social Sciences and Education, University of Perugia ~ Perugia ~ Italy) , Ceci Benedetta (Dipartimento di Discipline Umanistiche, Sociali e delle Imprese Culturali, Università di Parma ~ Parma ~ Italy) , Paoli Maria (Department of Philosophy, Social Sciences and Education, University of Perugia ~ Perugia ~ Italy) , Grazia Valentina (Dipartimento di Discipline Umanistiche, Sociali e delle Imprese Culturali, Università di Parma ~ Parma ~ Italy)
Abstract text:
Introduction
Social and emotional competences (SECs) manifested by students and teachers within school contexts are fundamental for an adaptive development (Cavioni et al., 2023; Grazzani et al., 2024).
Research objectives
The study examined the role of the school climate (in the two dimensions of classroom practices - factors related to everyday choices and behaviors during classroom activities - and school atmosphere - the quality of the general experience in school internalized over time; Grazia & Molinari, 2021; Molinari & Grazia, 2022) in the SECs of students and teachers, also testing the moderation of individual well-being.
Methodology
3685 students (49.63% females; mean age = 11.95 years, SD = .92) and 569 teachers (82.95% females; mean professional seniority = 13.49 years, SD = 9.85), from lower secondary schools in Italy completed self-report questionnaires within the PRIN PNRR 2022 project "Mapping social emotional learning and school climate in Italian lower secondary schools: Advancing understanding and participation to inform intervention" (CUP J53D23016840001). A linear regression approach was adopted.
Results
In both groups, the association of the school atmosphere with the SECs was positive, and it was strengthened at higher levels of good classroom practices; a conditioned effect occurs in teachers: the effect became statistically significant only from average levels of good classroom practices. In both groups, the individual well-being added unique variance, and, in students, it interacted with the school atmosphere: the positive association between school atmosphere and SECs was stronger in students who reported greater individual well-being.
Conclusions
The results highlight the importance of school climate in the association with the SECs of students and teachers, although with differences between these two groups - also with reference to the role played by their individual well-being.