The Indirect Role of Psychological Resilience in the Relationship Between Social-Emotional Learning in Physical Education and Adolescent Mental Health

Abstract Book of the 10th World Conference on Teaching and Education

Year: 2026

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The Indirect Role of Psychological Resilience in the Relationship Between Social-Emotional Learning in Physical Education and Adolescent Mental Health

Hsing Hui Huang

ABSTRACT:

This preliminary study examined the relationships among social-emotional learning (SEL) experiences in physical education (PE), psychological resilience, and mental health among senior high school students, and explored the indirect role of resilience in this relationship. One hundred Grade 12 female students from an all-girls senior high school in northern Taiwan completed self-report measures of SEL, psychological resilience, and mental health. A cross-sectional design and PLS-SEM were adopted for data analysis. Results showed that SEL was positively associated with psychological resilience (β = .496, p < .001) and mental health (β = .323, p < .001). Psychological resilience was also positively associated with mental health (β = .536, p < .001) and demonstrated a significant indirect effect in the relationship between SEL and mental health (indirect effect = .266, 95% CI [.169, .392]). The structural model explained 56.3% of the variance in mental health (R² = .563). These findings suggest that students’ perceived SEL experiences in PE may be associated with adolescent mental health through psychological resilience.

Keywords: Well-Being; Positive Youth Development; Psychosocial Factors; Secondary School Students; PLS-SEM