Social–Emotional Competence Growth Profiles in Upper Elementary School Years and Pathways to Mental Health Outcomes in Middle School

Abstract

Social–emotional competence (SEC) is an essential factor for healthy youth development. However, few studies have examined patterns of SEC growth trajectories among non-Western youth, and whether and how their SEC growth patterns during elementary school years predict later mental health. Using five-year panel data on a nationally representative sample of South Korean youth (N = 2607; 49.6% girl, Mage = 10, SDage = 0.1 at baseline), we first identified three latent profiles of SEC growth trajectories throughout upper elementary years (Grades 4 to 6), distinguished by initial and continued mean-level differences in both self-management and group collaboration. Informed by self-determination theory, we found that these SEC growth profiles significantly predicted depression and life satisfaction in middle school (Grade 8), mediated by peer relatedness and academic competence during the middle school transition (Grade 7). This study discusses implications for future research and practice to promote young adolescents’ social–emotional development and mental health.