Work

The Pathways Linking Self-Efficacy, Emotion Regulation Strategies, and Social and Emotional Skills Among Students with Disabilities in Chinese Secondary Vocational Schools

Year: 2026

Type: article

Abstract: Objective This study examined the associations of self-efficacy on the social and emotional skills among students with disabilities in secondary vocational schools and analyzed the potential indirect pathways of emotion regulation strategies. Methods This study utilized the Self-Efficacy Scale, Social and Emotional Skills Scale, and Emotion Regulation Scale to survey 350 students with disabilities in mainstream secondary vocational schools across eastern, central, and western China. Results （1）Self-efficacy was positively associated with social and emotional skills among the students with disabilities in secondary vocational schools. (2) Cognitive reappraisal partially mediated the relationship between self-efficacy and social and emotional skills, while expressive suppression showed a masking effect. (3) Cognitive reappraisal and expressive suppression jointly played a parallel mediating role in the relationship between self-efficacy and social and emotional skills. Conclusion The results suggest possible mechanisms by which self-efficacy may be linked to social and emotional skills through emotion regulation strategies. These findings have certain implications for promoting the social and emotional skills of students with disabilities in secondary vocational schools.

Source: Beijing international review of education

DOI: 10.1177/25902547261459190

Authors: Yuexin Zhang, Wanqin Chen, Qi Wang, Zhilin Wu, Yunbo Liu

Institutions: Beijing Normal University, East China Normal University

Language: English

Topic: Social Skills and Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Good health and well-being, Reduced inequalities

Open Access status: diamond

Funders: National Natural Science Foundation of China, Beijing Normal University